A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity in Medical Education

2015 ◽  
Vol 27 (4) ◽  
pp. 359-361 ◽  
Author(s):  
Amanda Kost ◽  
Heidi Combs ◽  
Sherilyn Smith ◽  
Eileen Klein ◽  
Patricia Kritek ◽  
...  
Keyword(s):  
Medical Education ◽  
Conceptual Framework ◽  
Upward Feedback ◽  
Feedback Receptivity

scholarly journals Pediatrics Milestone Project: Next Steps Toward Meaningful Outcomes Assessment

2010 ◽  
Vol 2 (4) ◽  
pp. 577-584 ◽  
Author(s):  
Patricia J. Hicks ◽  
Robert Englander ◽  
Daniel J. Schumacher ◽  
Ann Burke ◽  
Bradley J. Benson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Conceptual Framework ◽  
Graduate Medical Education ◽  
Working Group ◽  
Collaborative Effort ◽  
Conceptual Frameworks ◽  
Threats To Validity ◽  
Behavioral Expectations ◽  
Measurement Tools

Abstract In the September 2010 issue of JGME, the Pediatric Milestones Working Group published “The Pediatrics Milestones: Conceptual Framework, Guiding Principles, and Approach to Development”, a document that describes the construction of the first iteration of the Pediatric Milestones. These Milestones were developed by the Working Group as a group of practical behavioral expectations for each of the 52 sub-competencies. In constructing these Milestones, the authors were cognizant of the need to ground the Milestones themselves in evidence, theories or other conceptual frameworks that would provide the basis for the ontogeny of development for each sub-competency. During this next phase of the Milestones development, the process will continue with consultation with content experts and consideration of assessment of Milestones. We have described possible measurement tools, explored threats to validity, establishment of benchmarks, and possible approaches to reporting of performance. The vision of the Pediatrics Milestone Project is to understand the development of a pediatrician from entry into medical school through the twilight of a physician’s career, and the work will require a collaborative effort of the undergraduate and graduate medical education communities, and the accrediting and certifying bodies.

scholarly journals In search of a method to assess dispositional behaviours: The case of Otago Virtual Hospital

2012 ◽  
Vol 28 (3) ◽  
Author(s):  
Swee-Kin Loke ◽  
Phil Blyth ◽  
Judith Swan
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Experiential Learning ◽  
Conceptual Framework ◽  
Student Learning ◽  
Virtual Worlds ◽  
Virtual World ◽  
Junior Doctors ◽  
Assessment Of Student Learning ◽  
Clinical Cases

<span>While the potentials of virtual worlds to support experiential learning in medical education are well documented, assessment of student learning within these environments is relatively scarce and often incongruent. In this article, a conceptual framework is proposed for formatively assessing dispositional behaviours in scenario-based learning within a virtual world. The framework was devised for use with medical students playing the roles of junior doctors as they solve open-ended clinical cases within an environment called the </span><em>Otago Virtual Hospital</em><span>. Drawing upon Perkins, Jay and Tishman's (1993) dispositional theory of thinking, it is proposed that the assessment of dispositional behaviours in scenario-based activities can be carried out by measuring the number of times students either seize or miss an opportunity to engage in a particular dispositional behaviour. The approach can potentially also be used for assessing scenario-based learning in other disciplines (e.g. law, business, military).</span>

scholarly journals Lessons Learned from Introducing the Characteristic of an Outstanding Medical Teacher: Its Implication in Role Modeling and Professionalism

2020 ◽  
Author(s):  
Soleiman Ahmady ◽  
Hamidreza Namazi ◽  
Alireza Monajemi ◽  
Noushin Kohan
Keyword(s):  
Medical Education ◽  
Conceptual Framework ◽  
Role Models ◽  
Role Model ◽  
Descriptive Study ◽  
Role Modeling ◽  
Lessons Learned ◽  
Medical Teacher ◽  
Clinical Teachers ◽  
Qualitative Descriptive

Abstract Background Role models play a crucial role in determining the professional development of medical trainees. The purpose of this qualitative descriptive study is to gain in-depth understanding of the outstanding qualities of one successful role model in Iran. We described his character, personality and merits as a conceptual framework for role modeling in medical education.Methods Qualitative descriptive study. Inductive content analysis was performed, and data were collected by conducting interviews. The study was done in the school of medicine of Tehran University of Medical Sciences in Iran. Twenty five medical students, medical graduates and faculty members participated in 25 interviews from April to December 2019. The participants were recruited via purposive sampling.Results Five themes, 13 subthemes, and 46 categories were extracted from the data, and the conceptual framework of role modeling in medical education was developed.Conclusion In this study, we designed a framework for role modeling in medical education Based on this framework, role models in medical education can function as mentors, medical leaders, clinical teachers, and professional instructors. Overall, role modeling is an important concept in medical education, and results of this article contributes to maintain the high quality of medical education.

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