Medical teacher
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Comparative Study
Clinical assessment performance of graduate- and undergraduate-entry medical students.
Recent evidence suggests that graduate-entry medical students may have a marginal academic performance advantage over undergraduate entrants in a pre-clinical curriculum in both bioscience knowledge and clinical skills assessments. It is unclear whether this advantage is maintained in the clinical phase of medical training. ⋯ The findings of this study suggest that any academic performance advantage held by graduate-entry medical students is limited to the early years of the medical course, and is not evident during clinical training in the later years of the course.
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Medically unexplained symptoms (MUS) are very common in primary and secondary care. They are often inappropriately managed, resulting in potential harm to patients as well as wasted resources. To bring about change, it is important that newly qualified doctors are equipped with the skills to manage MUS effectively. We do not know if and how this topic is currently taught at U.K. medical schools. ⋯ Inconsistent and disparate teaching across medical schools may lead to very variable practice amongst qualified clinicians. In order to overcome this, consensus is needed as to how and where in the undergraduate curriculum there should be teaching about MUS.
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The millennial learner is reliant on technology to gain knowledge. Social media in the form of Twitter and Facebook provide a unique way to reach these learners. ⋯ Due to ease of use and widespread applicability, Twitter and Facebook are excellent applications of "push technology" as a means to deliver educational content. This pilot project demonstrates the potential of social media to both supplement and enhance traditional educational methods.
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Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. ⋯ A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits.
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Few formal educational programs are available in the United States to assist physicians wishing to return to medical practice after clinical inactivity. Little published data on physicians who complete these programs exist. We describe the Drexel Medicine Physician Reentry/Refresher course and present our findings on participant demographics, performance, and goal attainment following course completion. ⋯ The Drexel Medicine Physician Reentry/Refresher course provides a unique model for successfully returning inactive physicians to clinical practice.