Medical teacher
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Randomized Controlled Trial Comparative Study
Both preparing to teach and teaching positively impact learning outcomes for peer teachers.
We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. ⋯ Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.
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Randomized Controlled Trial Comparative Study
Pre-training evaluation and feedback improve medical students' skills in basic life support.
Evaluation and feedback are two factors that could influence simulation-based medical education and the time when they were delivered contributes their different effects. ⋯ In undergraduate medical students without previous BLS training, pre-training evaluation and feedback improve their performance in followed BLS training.
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The use of learning objects (LOs), small chunks of learning stored digitally and reused or referenced to support learning, was described as a promising approach to the creation of e-learning modules or programmes. In practice, however, the early enthusiasm has waned and the approach has not been widely adopted. It is argued that this was due, at least in part, to a neglect of the pedagogy and an emphasis on the technical aspects of interoperability and reusability. ⋯ The commentary also allows the lecturer to comment on LOs selected for inclusion in the programme which otherwise might have to be adapted or excluded when the programme was constructed. The use of a commentary to link and introduce LOs has been successfully adopted in the development of e-learning programmes. Teachers are encouraged to consider the approach and to look again at the use of LOs to create e-learning resources.
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Clinical reasoning is one of the most critical skills to teach to medical learners, yet clinician educators rarely receive adequate training on how to teach this topic. ⋯ Teaching clinical reasoning is important and feasible. Teachers who explicitly teach problem solving and decision making may help learners to improve their diagnostic accuracy and treatment choices.
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Physical exam skills are essential to core competencies for physicians in training. It is increasingly difficult to secure time and funding for physician faculty to teach these critical skills. This study was designed to determine whether Patient Educators (PE) (non-physician instructors) in an introductory clinical medicine (ICM) course (1) were as effective as physician faculty in teaching the physical exam, (2) impacted consistency of student performance on a final practical exam, and (3) whether this model was cost effective. ⋯ In terms of sustainability and student performance, the use of trained lay educators has equivalent outcomes and is less costly for physical exam instruction in the pre-clinical years.