scholarly journals Models and measures of learning outcomes for non-technical skills in simulation-based medical education: Findings from an integrated scoping review of research and content analysis of curricular learning objectives

2021 ◽  
Vol 71 ◽  
pp. 101093
Author(s):  
Riikka Hofmann ◽  
Sara Curran ◽  
Siobhan Dickens
Keyword(s):  
Medical Education ◽  
Content Analysis ◽  
Learning Outcomes ◽  
Scoping Review ◽  
Technical Skills ◽  
Learning Objectives ◽  
Simulation Based

scholarly journals A content analysis of HPV vaccine online continuing medical education purpose statements and learning objectives

2019 ◽  
Vol 15 (7-8) ◽  
pp. 1508-1518 ◽  
Author(s):  
Brittany L. Rosen ◽  
James M. Bishop ◽  
Ryan Anderson ◽  
Francis J. Real ◽  
Melissa D. Klein ◽  
...  
Keyword(s):  
Medical Education ◽  
Content Analysis ◽  
Continuing Medical Education ◽  
Hpv Vaccine ◽  
Learning Objectives

Is behaviourism really dead? a scoping review to document the presence of behaviourism in current medical education

2020 ◽  
pp. 1-19
Author(s):  
Ambreen Ansar ◽  
Aisha Rafi ◽  
Robina Mushtaq Rizvi ◽  
Admin
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Scoping Review ◽  
Current Medical ◽  
Assessment Tools ◽  
Educational Processes ◽  
Successful Outcomes ◽  
Medical Teachers

Behaviourism is the underpinning learning theory of many teaching and assessment tools utilized to enhance the effectiveness of learning. Feedback, reinforcements, motivation, learning outcomes and objectives are few among many which are implied by the medical teachers while teaching both basic and clinical sciences to the students. The claim of Behaviourism being redundant or dead is not based on realities. Behaviourist approach is and will remain the most powerful theory to be implied in educational processes for gaining successful outcomes. Keywords: Behaviourism, Implications, Medical Education, dead, learning.

Effect of practice on standardised learning outcomes in simulation-based medical education

2006 ◽  
Vol 40 (8) ◽  
pp. 792-797 ◽  
Author(s):  
William C McGaghie ◽  
S Barry Issenberg ◽  
Emil R Petrusa ◽  
Ross J Scalese
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Simulation Based

A high-fidelity, fully immersive simulation course to replicate ENT and head and neck emergencies

2019 ◽  
Vol 133 (2) ◽  
pp. 115-118 ◽  
Author(s):  
E S Hogg ◽  
A J Kinshuck ◽  
N Littley ◽  
A Lau ◽  
S Tandon ◽  
...  
Keyword(s):  
Medical Education ◽  
Head And Neck ◽  
Communication Skills ◽  
Technical Communication ◽  
Situational Awareness ◽  
Learning Objectives ◽  
Controlled Environment ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based

AbstractBackgroundSimulation-based training has a fundamental role in medical education as it allows the learner to gain experience managing emergencies in a safe, controlled environment.MethodsThis 1-day course consisted of eight high-fidelity simulation scenarios, followed by a video-assisted debrief focusing on the technical and non-technical (communication skills, teamwork, leadership and situational awareness) aspects of managing ENT and head and neck emergencies.ResultsEight courses have run since June 2014. Post-course questionnaires demonstrated that candidates’ confidence scores in managing airway and head and neck emergencies increased following completion of the course (p < 0.0001).ConclusionThis was the first fully immersive ENT simulation course developed in the region. The learning objectives for each scenario were mapped to the ENT Intercollegiate Surgical Curriculum Programme. Feedback from the course indicated a continued demand for this style of training, leading to its inclusion in the training calendar.

scholarly journals Deskripsi Hasil Belajar Peserta Didik yang Menggunakan Modul Inkuiri Terbimbing pada Pembelajaran Kimia

EduKimia ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 038-042
Author(s):  
Diana Safitri ◽  
Iryani Iryani
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Systematic Approach ◽  
Cognitive Learning ◽  
Secondary Data ◽  
Learning Objectives ◽  
Guided Inquiry ◽  
Analysis Techniques ◽  
Chemistry Learning ◽  
Cognitive Learning Outcomes

The purpose of the review research is to describe the cognitive learning outcomes of students who use guided inquiry modules in chemistry learning. This type of research is a research library that uses a semi-systematic approach, uses secondary data and uses documentation methods. Content analysis techniques are used in data collection (Snyder, 2019). Guided inquiry modules is effective in increasing the cognitive learning outcomes of students in chemistry learning. Structured arrangement of guided inquiry modules can make students understand learning objectives and concepts clearly. The guided inquiry module which is equipped with multiple representations also makes it easier for students to learn concrete and abstract.

scholarly journals Medical Simulation-Based Learning Outcomes in Pre-Clinical Medical Education

Cureus ◽  
2020 ◽  
Author(s):  
Maxwell J Jabaay ◽  
Dario A Marotta ◽  
Stephen L Aita ◽  
Dianne B Walker ◽  
Leah O Grcevich ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Medical Simulation ◽  
Simulation Based

scholarly journals Current State of Transgender Medical Education in the United States and Canada: Update to a Scoping Review

2020 ◽  
Vol 7 ◽  
pp. 238212052093481 ◽  
Author(s):  
Ian T Nolan ◽  
Gaines Blasdel ◽  
Samuel N Dubin ◽  
Teddy G Goetz ◽  
Richard E Greene ◽  
...  
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Health Professional ◽  
Educational Intervention ◽  
Scoping Review ◽  
Literature Search ◽  
The United States ◽  
Learning Objectives ◽  
Transgender Health

Background: The published literature on education about transgender health within health professions curricula was previously found to be sporadic and fragmented. Recently, more inclusive and holistic approaches have been adopted. We summarize advances in transgender health education. Methods: A 5-stage scoping review framework was followed, including a literature search for articles relevant to transgender health care interventions in 5 databases (Education Source, LGBT Source, MedEd Portal, PsycInfo, PubMed) from January 2017 to September 2019. Search results were screened to include original articles reporting outcomes of educational interventions with a transgender health component that included MD/DO students in the United States and Canada. A gray literature search identified continuing medical education (CME) courses from 12 health professional associations with significant transgender-related content. Results: Our literature search identified 966 unique publications published in the 2 years since our prior review, of which 10 met inclusion criteria. Novel educational formats included interdisciplinary interventions, post-residency training including CME courses, and online web modules, all of which were effective in improving competencies related to transgender health care. Gray literature search resulted 15 CME courses with learning objectives appropriate to the 7 professional organizations who published them. Conclusions: Current transgender health curricula include an expanding variety of educational intervention formats driven by their respective educational context, learning objectives, and placement in the health professional curriculum. Notable limitations include paucity of objective educational intervention outcomes measurements, absence of long-term follow-up data, and varied nature of intervention types. A clear best practice for transgender curricular development has not yet been identified in the literature.

scholarly journals Black Ice: Five ways to get a grip on grouped self-assessments of competence for program evaluation

2020 ◽  
Author(s):  
Rebecca Zhao ◽  
Marcel D'Eon
Keyword(s):  
Medical Education ◽  
Program Evaluation ◽  
Learning Outcomes ◽  
Data Extraction ◽  
Learning Objectives ◽  
Post Intervention ◽  
Self Assessment ◽  
Program Evaluations ◽  
Self Assessments ◽  
Group Self

Self-assessments conducted by individuals when taken together (grouped) provide valid and accurate measures of learning outcomes of the group. This is useful for program evaluation. Grouped self-assessments are simple to understand and construct, easy to implement, relatively accurate, and do not require extensive and complex pre-post testing measures. However, group self-assessments have the potential to be misused. To examine how group self-assessments have been used in medical education, we conducted a search of journal articles published in 2017 and 2018 from eight prominent medical education journals. Twenty-seven (n=27) articles that used self-assessments for program evaluation were selected for data extraction and analysis. We found three main areas where misuse of self-assessments may have resulted in inaccurate measures of learning outcomes: measures of “confidence” or “comfort”, pre-post self-assessments, and the use of ambiguous learning objectives. To prevent future misuse and to build towards more valid and reliable data for program evaluations, we present the following recommendations: measure competence instead of confidence or comfort; use pre-test self-assessments for instructional purposes only (and not for data); ask participants to do the post-intervention self-assessments first followed by retrospective pre-intervention self-assessments afterwards; and use observable, clear, specific learning objectives in the educational intervention that can then be used to create the self-assessment statements.

scholarly journals Maintenance of certification: how do we teach practicing physicians?

2019 ◽  
Author(s):  
Ligia Cordovani ◽  
Anne Wong ◽  
Sandra Monteiro
Keyword(s):  
Medical Education ◽  
Lifelong Learning ◽  
New Technology ◽  
Technical Skills ◽  
Self Assessment ◽  
Self Monitoring ◽  
Maintenance Of Certification ◽  
Simulation Based ◽  
Life Threatening ◽  
Practicing Physicians

Maintenance of certification (MOC) has become increasingly important in medicine to ensure maintenance of competence throughout a physician’s career. This paper reviews current issues and challenges associated with MOC in medicine, including how to define medical competencies for practicing physicians,  assessment, and how to best support physicians’s lifelong learning in a continuous and self-motivated way. We explore how the combination of self-monitoring, regular feedback, and peer support could improve self assessment.  Effective MOC programs  are  learner-driven, focused on every day practice, and incorporate educational principles. We discuss the importance of MOC to the physicians’ actual practice to improve acceptability. We review the benefits of  tailored programs as well as decentralization of MOC programs to better characterize the physician’s practice. Lastly, we discuss the value of simulation-based medical education in MOC programs. Simulation-based education could be used to practice uncommon complications, life-threatening scenarios, non-technical skills improvement, and become proficient with new technology. As learners find simulation experiences educationally valuable, clinically relevant, and positive, simulation could be a way  of increasing physicians’ participation in MOC programs.

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