Medical teacher
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The purpose of this Guide is to provide both logical and empirical evidence for medical teachers to improve their objective tests by appropriate interpretation of post-examination analysis. This requires a description and explanation of some basic statistical and psychometric concepts derived from both Classical Test Theory (CTT) and Item Response Theory (IRT) such as: descriptive statistics, explanatory and confirmatory factor analysis, Generalisability Theory and Rasch modelling. CTT is concerned with the overall reliability of a test whereas IRT can be used to identify the behaviour of individual test items and how they interact with individual student abilities. We have provided the reader with practical examples clarifying the use of these frameworks in test development and for research purposes.
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The current, so-called "Millennial" generation of learners is frequently characterized as having deep understanding of, and appreciation for, technology and social connectedness. This generation of learners has also been molded by a unique set of cultural influences that are essential for medical educators to consider in all aspects of their teaching, including curriculum design, student assessment, and interactions between faculty and learners. ⋯ With an increased understanding of the characteristics of the current generation of medical trainees, faculty will be better able to facilitate learning and optimize interactions with Millennial Learners.
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The use of mobile devices are ubiquitous in medical-care professional settings, but information on privacy and security concerns of mobile devices for medical students is scarce. ⋯ As the ease of sharing data increases with the use of mobile devices, students need more education and training on possible privacy and security risks posed with mobile devices.
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Many physicians planning to work in global health lack adequate formal training. Globalized cities create opportunities to integrate global health training into residency programs, preparing clinicians for less supported experiences abroad. ⋯ Our experience supports the feasibility and usefulness of clinical and didactic training in global health issues at home. A multidisciplinary approach, collaboration with academic and non-academic institutions, experienced faculty, and departmental commitment are vital.