Medical teacher
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Review Meta Analysis
Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis.
Although technology-enhanced simulation is increasingly used in health professions education, features of effective simulation-based instructional design remain uncertain. ⋯ These results confirm quantitatively the effectiveness of several instructional design features in simulation-based education.
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The University of Adelaide offers a six-year undergraduate medical degree with a focus on small group learning. Senior medical students had previously received limited formal training in education skills, and were identified as an underutilised teaching resource. ⋯ The implementation of NPTs in the teaching of junior medical students appears to benefit both students and their near-peer colleagues. Involvement of NPTs in all facets of medical education through this rotation stands to not only foster potential interest in an academic pathway but also equip them with a variety of transferable skills which they can draw on as future educators in their profession.
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Due to the increasing complexity of medical education and practice, the preparation of healthcare professionals for leadership roles and responsibilities has become increasingly important. To date, the literature on faculty development designed to promote leadership in medical education has not been reviewed in a systematic fashion. ⋯ Participants value leadership development activities and report changes in attitudes, knowledge, skills and behavior. Moreover, despite methodological limitations, certain program characteristics seem to be associated with positive outcomes. Further research is required to explore these associations and document changes at both the individual and organizational level.
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Despite considerable evidence recognizing the importance of learners' perceptions of the assessment process, there is little literature depicting the participants' experience. We aim to capture these perceptions in order to gain insights into the strengths and weaknesses of a competency-based assessment system. ⋯ Importantly, there are no grades or ranking awarded for the competencies or at promotion. Four students share personal reflections of their experience to illuminate themes from the subjective experience of the learner and to understand how to align the learners' interests with the requirements of an assessment program.
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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.