Category : Medical Education

ABSTRACT: The impact of a web-based educational program on the recognition and management of deteriorating patients

AIMS AND OBJECTIVES: To evaluate the effectiveness of a web-based educational program to enhance enrolled nurses' knowledge and skills in the recognition and management of deteriorating patients. BACKGROUND: Ward nurses of different skill levels play a pivotal role in detecting and responding to deteriorating patients. A skill-mix of registered nurses, enrolled nurses, licensed

ABSTRACT: Education in Sepsis: A Review for the Clinician of What Works, for Whom, and in What Circumstances

Sepsis is a major cause of morbidity and mortality in both the general and obstetric populations. Concerns have been raised regarding some cases of substandard care in the management of the septic and there is a real need for continuing multidisciplinary medical education in the recognition and management of the

ABSTRACT: The Use of the Delphi and Other Consensus Group Methods in Medical Education Research: A Review

PURPOSE: Consensus group methods, such as the Delphi method and nominal group technique (NGT), are used to synthesize expert opinions when evidence is lacking. Despite their extensive use, these methods are inconsistently applied. Their use in medical education research has not been well studied. The authors set out to describe the

ABSTRACT: Are You Sure You Want to Do That? Fostering the Responsible Conduct of Medical Education Research

Engaging in questionable research practices (QRPs) is a noted problem across many disciplines, including medical education. While QRPs are rarely discussed in the context of medical education, that does not mean that medical education researchers are immune. Therefore, the authors seek to raise medical educators' awareness of the responsible conduct

ABSTRACT: Evaluating a technology supported interactive response system during the laboratory section of a histology course

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom

MANUSCRIPT: Effectiveness of Adaptive E-Learning Environments on Knowledge, Competence, and Behavior in Health Professionals and Students

BACKGROUND: Adaptive e-learning environments (AEEs) can provide tailored instruction by adapting content, navigation, presentation, multimedia, and tools to each user's navigation behavior, individual objectives, knowledge, and preferences. AEEs can have various levels of complexity, ranging from systems using a simple adaptive functionality to systems using artificial intelligence. While AEEs are promising,

ABSTRACT: Departing from PowerPoint default mode: Applying Mayer’s multimedia principles for enhanced learning of parasitology

PURPOSE: PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such

ABSTRACT: Validation of a Teaching Effectiveness Assessment in Psychiatry Continuing Medical Education

OBJECTIVE: Little is known about factors associated with effective continuing medical education (CME) in psychiatry. The authors aimed to validate a method to assess psychiatry CME teaching effectiveness and to determine associations between teaching effectiveness scores and characteristics of presentations, presenters, and participants. METHODS: This cross-sectional study was conducted at the Mayo Clinic

ABSTRACT: Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education

BACKGROUND: There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM. DESIGN/SETTING: This was a cross-sectional study of participants and didactic presentations from a

MANUSCRIPT: Improving Participant Feedback to Continuing Medical Education Presenters in Internal Medicine: A Mixed Methods Study

Evaluation and feedback are uniquely different: evaluation is summative and involves judgment, whereas feedback is formative and specifically intended to improve effectiveness.7,8 It is understood that useful feedback is provided in a timely fashion, behavior-specific, and balanced with both positive and constructive elements.7 Behavior-specific feedback is important because, unlike vague