Teaching and learning in medicine
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Randomized Controlled Trial
Effects of Peyton's four-step approach on objective performance measures in technical skills training: a controlled trial.
Although skills-lab training is widely used for training undergraduates in technical procedures, the way in which clinical skills are to be used and instructed remains a matter of debate. ⋯ Peyton's Four-Step Approach is superior to standard instruction with respect to professionalism and accompanying doctor-patient communication and leads to faster performance when trainees perform the learned skill for the first time.
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The academic community needs a sound framework for the promotion and advancement of educators. The Group on Educational Affairs of the Association of American Medical Colleges organized a consensus conference that affirmed the use of five domains for documenting the quantity and quality of scholarly engagement in educational activities: teaching, curriculum, advising/mentoring, educational leadership/administration, and learner assessment. ⋯ Our goal in this article is to itemize criteria for systematic faculty evaluation that can be applied in any institutional setting to assist promotion decision makers in their task of evaluating medical school faculty.
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Multiple-choice exams are not well suited for assessing communication skills. Standardized patient assessments are costly and patient and peer assessments are often biased. Web-based assessment using video content offers the possibility of reliable, valid, and cost-efficient means for measuring complex communication skills, including interprofessional communication. ⋯ Web assessment of communication skills appears promising. Physicians and nurses across specialties respond favorably to the tool.
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Cognitive forcing strategies, a form of metacognition, have been advocated as a strategy to prevent diagnostic error. Increasingly, curricula are being implemented in medical training to address this error. Yet there is no experimental evidence that these curricula are effective. ⋯ This is the first study to explore the impact of cognitive forcing strategy training on diagnostic error. Our preliminary findings suggest that application and retention is poor. Further large studies are required to determine if transfer across diagnostic formats occurs.