Teaching and learning in medicine
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The Accreditation Council for Graduate Medical Education requires residency training programs to develop methods to teach and assess communication skills in residents to ensure competence as a practitioner. In response, we piloted a communication curriculum for emergency medicine residents. We describe the curriculum and suggest future directions for development based on the strengths and weaknesses of residents' performance and their reactions to the curriculum. ⋯ The curriculum as implemented offers an initial foundation for teaching and learning critical care communication. Instruction in empathy requires improvement.
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The medical socialization process is emotionally stressful for trainees; anecdotally, crying is a frequent response. ⋯ Crying is common among medical students and interns, especially women. Many consider it unprofessional to cry in front of patients and colleagues. Trainees want more discussions of crying.
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Our study examined whether GRIEV_ING improved death notification skills of medical students, whether pretesting with simulated survivors primed learners and improved results of the intervention, and whether feedback on the simulated encounter improved student performance. ⋯ GRIEV_ING provides an effective model medical educators can use to train medical students to provide competent death notifications. Senior medical students are primed to learn death notification and do not require a preexposure.
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A pioneering, voluntary Medical Humanities (MH) module was conducted at the Manipal College of Medical Sciences, Pokhara, Nepal using small-group interactive sessions, literature and art excerpts, case scenarios, role-plays, and debates. ⋯ The participants enjoyed being a part of the module. More literature and art excerpts from Nepal and South Asia should be used. MH can help to orient practice in a Nepalese/South Asian sociocultural context.
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The Accreditation Council for Graduate Medical Education (ACGME) mandates that residents be trained in six core educational competencies. Practice-based learning and improvement (PBLI), one of the six competencies, is defined as the investigation and evaluation of one's own patient care. Morbidity and Mortality Conference, a frequently used venue to review the clinical outcome of hospitalized patients, provides the opportunity to teach and assess PBLI. ⋯ Our adaptation to Morbidity and Mortality Conference provides a systematic review of the core competencies and their relevance to clinical decision making, with the ultimate goal of improving patient care.