Encouraging Lifelong Professional Development Across the Medical Education Continuum

JAMA ◽  
1998 ◽  
Vol 280 (20) ◽  
pp. 1786 ◽  
Author(s):  
Charlene Breedlove ◽  
Hannah Hedrick
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Medical Education Continuum

scholarly journals Professional Development Track to Prepare Future Academic Clinicians

2020 ◽  
Author(s):  
K. Marie Traylor ◽  
Jorge L. Cervantes ◽  
Cynthia N. Perry
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Student Achievement ◽  
Education Research ◽  
Medical Student ◽  
Patient Care ◽  
Academic Medicine ◽  
Student Feedback ◽  
Residency Programs ◽  
School Of Medicine

Abstract Professional development is instrumental in the success of professionals and trainees in academic medicine. In response to medical student feedback requesting additional professional development opportunities, the Foster School of Medicine developed a distinction program, the Pathway for Preparing Academic Clinicians (PPAC), designed to deliver sought-after skill development and foundational knowledge in the three primary activities of academic medicine: medical education, research, and patient care. This distinction program addresses a curricular gap as identified by students and common to many UME curricula and also provides an opportunity for residency programs to identify student achievement within a pass/fail program.

scholarly journals Death by PowerPoint: alternatives for life

2016 ◽  
Vol 22 (6) ◽  
pp. 420-427
Author(s):  
Richard M. Duffy ◽  
Marian Henry
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Deep Learning ◽  
Data Protection ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Technology In Teaching ◽  
Pros And Cons ◽  
The Impact

SummaryThe use of PowerPoint has become nearly ubiquitous in medical education and continuing professional development; however, many alternatives are emerging that can be used in its place. These may confer some advantages, but they also have potential drawbacks. It is helpful that educators are aware of these new presentation options and their pros and cons, including any financial implications and issues of data protection. This article considers the role of technology in teaching and learning, identifying underlying assumptions that are often made. It identifies and appraises technology that can be used with or instead of PowerPoint to best facilitate deep learning. The potential pedagogical benefits and practical limitations of these technologies are considered, and strategies are highlighted to maximise the impact of PowerPoint where it is the software of choice.

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