Medical teacher
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McMaster University's medical school, faced with the need to socially distance during the COVID-19 pandemic, recently replaced their structured admission interview process with a partial lottery. At first, it may seem that leaving medical school admissions partly to chance could erode autonomy and meritocracy. Yet our current system for selecting medical students is strained by a limited predictive ability. ⋯ They have the potential to reduce mental and financial burdens on both applicants and medical schools, avoiding an overemphasis on marginal differences between applicants. Lotteries are also a simple way to address persistent admissions disparities by being truly non-discriminatory. At the very least, lotteries represent a useful benchmark against which we can rigorously compare current and future selection methods.
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A curriculum innovation for a new UK medical school - Peninsula, launched in 2002 - was grounded in a period of radical pedagogical innovation in medical education in the UK during the 1990s. Part of this thinking was to include the medical humanities as a medium for re-thinking medical practice, especially how medical students might better learn to communicate with patients and colleagues, and how they might become agents of change in progressing medicine through innovations. ⋯ The first question asked was: 'what do patients want?' Emphasis was placed on resisting a 'will-to-stability' in adopting safe curriculum process, in favour of adopting a 'possibility knowledge' framework that celebrated dialogue. This operated through three 'spearheads', or radical aims: democratic habits, towards the feminine, and tender-mindedness.
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Reshaping an existing education program from traditional structures and processes into competency-based medical education (CBME) is formidable. Emory University School of Medicine applied organizational change theory to introduce CBME into an established MD program by employing 'sustainable innovation', which introduces change incrementally. ⋯ Representing student achievement according to competencies, rather than as letter grades, is perceived as revolutionary by many stakeholders. Employing sustainable, incremental innovation facilitated stakeholder buy-in to the underlying principles of CBME. Fostering a new organizational culture will be the 'rate-limiting factor' for full implementation of CBME.
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Progress testing aligns well with competency-based medical education (CBME) frameworks, which stress the importance of continuous improvement. Entrustment is a useful assessment concept in CBME models. The purpose of this study was to explore the use of an entrustability rating scale within the context of an objective structured clinical examination (OSCE) Progress Test. ⋯ An entrustability scale can be used in an OSCE Progress Test to generate highly reliable ratings that discriminate between learners at different levels of training.
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Podcasts and other asynchronous remote learning pedagogies have become increasingly utilized in undergraduate and graduate medical education. They offer a convenient and accessible form of education for personalized learning and have been developed across multiple disciplines of medicine. ⋯ It discusses best practices for the engagement of learners and logistical considerations for recording and hosting the material. These Twelve Tips hope to empower educators to utilize resources across the world to offer the highest quality opportunities for learners of all levels.