scholarly journals Providing Effective Feedback in Breast Imaging to Improve Trainee Performance

2020 ◽  
Vol 2 (4) ◽  
pp. 390-397
Author(s):  
Nidhi Sharma
Keyword(s):  
Medical Education ◽  
Performance Improvement ◽  
Breast Imaging ◽  
Healthcare Delivery ◽  
Next Generation ◽  
Physician Burnout ◽  
Self Assessment ◽  
Effective Feedback ◽  
Assessment Skills ◽  
Specific Feedback

Abstract While feedback is an essential component of medical education, feedback to trainees is frequently nonspecific and not focused on performance improvement. Providing specific feedback to trainees helps them to reflect, develop self-assessment skills, and recalibrate. In light of increasing clinical volumes, stresses related to modern healthcare delivery, and high physician burnout, instructors need efficient methods to provide actionable feedback to trainees. For breast imaging radiologists involved in education, improving feedback skills can help their learners develop expertise in breast imaging while also attracting and inspiring the next generation of radiologists.

e-Assessment for Learning

2013 ◽  
pp. 245-261 ◽  
Author(s):  
Jan Van Maele ◽  
Lut Baten ◽  
Ana Beaven ◽  
Kamakshi Rajagopal
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Assessment For Learning ◽  
Assessment Process ◽  
Self Assessment ◽  
Ongoing Research ◽  
Effective Feedback ◽  
Supportive Environment ◽  
Online Tools ◽  
Assessment Skills

This chapter illustrates how e-assessment of oral proficiency in the foreign language can be designed and conducted in ways that enhance the students’ learning experience. Referring to the authors’ experiences with the WebCEF and CEFcult assessment platforms, the chapter shows how a variety of technical functionalities of these two online tools create a supportive environment for a pedagogical approach known as assessment for learning. The discussion focuses on three key principles of the approach: the structural involvement of learners in the assessment process, the elicitation of effective feedback, and the development of self-assessment skills. While documenting the great potential of online assessment environments for gaining insight in language learning, the chapter also points out some of its current limitations and how ongoing research might help to overcome these.

scholarly journals Implementation of a Performance Improvement Initiative in Colorectal Cancer Care

2012 ◽  
Vol 8 (5) ◽  
pp. 309-314 ◽  
Author(s):  
John L. Marshall ◽  
Thomas H. Cartwright ◽  
Carolyn A. Berry ◽  
Stephanie A. Stowell ◽  
Sara C. Miller
Keyword(s):  
Colorectal Cancer ◽  
Medical Education ◽  
Cancer Screening ◽  
Patient Care ◽  
Performance Improvement ◽  
Colorectal Cancer Screening ◽  
Continuing Medical Education ◽  
Cancer Care ◽  
Self Assessment ◽  
Improving Patient Care

Programs to increase colorectal cancer screening rates have seldom focused on improving patient care. To provide clinicians with methods for self-assessment and practice improvement, a national continuing medical education–certified performance improvement initiative was conceived.

52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
I. Rigby ◽  
I. Walker ◽  
T. Donnon ◽  
D. Howes ◽  
J. Lord
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Training Program ◽  
Correlation Coefficient ◽  
Training Programs ◽  
Self Assessment ◽  
Procedural Skills ◽  
Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

Internal Medicine Physicians and Social Media: Knowledge, Skills, and Attitudes (Preprint)

2020 ◽  
Author(s):  
Mohaammed Nadir Bhuiyan ◽  
Jose R Medina-Inojosa ◽  
Ivana Croghan ◽  
Jasmine R Marcelin ◽  
Karthik Ghosh ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Healthcare Delivery ◽  
Medically Unexplained Symptoms ◽  
Audience Response ◽  
Cross Sectional ◽  
Physician Awareness ◽  
Medically Unexplained ◽  
Use Of Social Media ◽  
Continued Medical Education

UNSTRUCTURED This research study was designed to understand physician awareness and engagement with social media (sometimes referred to as #SoMe) within the digital landscape of healthcare delivery. An audience-response survey focused on social media “Social media in Healthcare: Physician Survey”, was administered during the “A Systematic Approach to Medically Unexplained Symptoms” continuing medical education conference. The Conference took place between August 22, 2019 and August 24, 2019. Data was collected on August 23, 2019. A range of 103 (59.5%) to 112 (64.7%) of the total 173 attendees participated in this cross-sectional audience-response survey, depending on the questions answered. Most responders were between the ages of 35 and 65 years (79.6%) and female (60.2%). A majority of responders were aware of social media terminology (88.7%), and many had used it personally (46.7%), but only 12% knew how to use social media to search medical topics, 18% used it to network professionally and most (68.9%) had a distrust of social media when it came to the protection of their privacy or their patients’ privacy. Overall, about 29.6% indicated an interest in future continued medical education focused on social media (and 27.4% were neutral). Awareness of social media’s role in healthcare has increased among physicians in practice, however their participation and knowledge of opportunities remains limited. Distance from academic institutions and concerns about privacy play the largest roles in the aversion towards professional use of social media.

scholarly journals The Use of Interpreters in Medical Education: A Narrative Literature Review

Societies ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 70
Author(s):  
Costas S. Constantinou ◽  
Andrew Timothy Ng ◽  
Chase Beverley Becker ◽  
Parmida Enayati Zadeh ◽  
Alexia Papageorgiou
Keyword(s):  
Medical Education ◽  
Literature Review ◽  
Search Strategy ◽  
Critical Assessment ◽  
Exclusion Criteria ◽  
Interpretive Approach ◽  
Assessment Skills ◽  
Narrative Literature ◽  
Research Questions ◽  
Narrative Literature Review

This paper presents the results of a narrative literature review on the use of interpreters in medical education. A careful search strategy was based on keywords and inclusion and exclusion criteria, and used the databases PubMed, Medline Ovid, Google Scholar, Scopus, CINAHL, and EBSCO. The search strategy resulted in 20 articles, which reflected the research aim and were reviewed on the basis of an interpretive approach. They were then critically appraised in accordance with the “critical assessment skills programme” guidelines. Results showed that the use of interpreters in medical education as part of the curriculum is scarce, but students have been trained in how to work with interpreters when interviewing patients to fully develop their skills. The study highlights the importance of integrating the use of interpreters in medical curricula, proposes a framework for achieving this, and suggests pertinent research questions for enriching cultural competence.

scholarly journals 1129. Optimizing Feedback Strategies on the Infectious Diseases Inpatient Service

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S593-S594
Author(s):  
Eva Clark ◽  
Prathit Kulkarni ◽  
Mayar Al Mohajer ◽  
Stacey Rose ◽  
Jose Serpa ◽  
...  
Keyword(s):  
Medical Education ◽  
Infectious Diseases ◽  
Clinical Education ◽  
Mental Model ◽  
Inpatient Service ◽  
Shared Mental Model ◽  
Effective Feedback ◽  
Medical Trainees ◽  
Feedback Strategies ◽  
Giving Feedback

Abstract Background Timely, efficient, and effective feedback strategies are crucial for enhancing faculty-trainee communication and trainee education. Here we describe attitudes, practices, and perceived behaviors regarding giving feedback to medical trainees rotating on Infectious Diseases (ID) inpatient consult services. Methods An anonymous survey on feedback strategies was distributed to our adult ID Section in February 2020 as part of a facilitated discussion on optimizing trainee clinical education. Results Twenty-six ID Section members completed the survey (18 faculty, 8 trainees). Most trainees (62.5%) and faculty (66.7%) felt that trainees are “sometimes” comfortable voicing concerns to faculty; however, no trainees but 11.1% of faculty indicated that trainees are “always” comfortable voicing concerns to faculty. Most trainees (87.5%) felt that conversations about team expectations occur “sometimes” or “often.” In contrast, most faculty (72.2%) felt that these conversations “always” occur. Although most faculty felt that both informal (94.4%) and formal (83.3%) feedback should be given to trainees, 22.2% of faculty responded that they do not explicitly use the term “feedback” when discussing feedback with a trainee. No trainees and 22.2% of faculty indicated that they utilize a feedback tool. Regarding quantity of feedback trainees perceive they receive from faculty, 37.5% of trainees felt they needed more feedback while 50% felt they received adequate feedback. Most faculty (88.9%) responded that they encourage trainees to give feedback to faculty, although most trainees (62.5%) responded “sometimes” regarding how comfortable they feel doing so. Conclusion In summary, we found differences between faculty and trainees regarding two important aspects of medical education: setting expectations and providing feedback. While most faculty feel that conversations regarding these topics occur invariably, trainees do not always share this perception. Trainees felt less comfortable voicing concerns and giving feedback to faculty than faculty perceived them to be. Overall, the data suggest that there is room for improvement to ensure that trainees and faculty are operating from a shared mental model regarding setting team expectations and providing/receiving feedback. Disclosures All Authors: No reported disclosures

scholarly journals A haptic laparoscopic trainer based on affine velocity analysis: engineering and preliminary results

BMC Surgery ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin De Witte ◽  
Charles Barnouin ◽  
Richard Moreau ◽  
Arnaud Lelevé ◽  
Xavier Martin ◽  
...  
Keyword(s):  
Motor Skills ◽  
Haptic Feedback ◽  
High Fidelity ◽  
Velocity Analysis ◽  
Self Assessment ◽  
Laparoscopic Skills ◽  
Effective Feedback ◽  
Simulation Based ◽  
Good Trade ◽  
Laparoscopic Techniques

Abstract Background There is a general agreement upon the importance of acquiring laparoscopic skills outside the operation room through simulation-based training. However, high-fidelity simulators are cost-prohibitive and elicit a high cognitive load, while low-fidelity simulators lack effective feedback. This paper describes a low-fidelity simulator bridging the existing gaps with affine velocity as a new assessment variable. Primary validation results are also presented. Methods Psycho-motor skills and engineering key features have been considered e.g. haptic feedback and complementary assessment variables. Seventy-seven participants tested the simulator (17 expert surgeons, 12 intermediates, 28 inexperienced interns, and 20 novices). The content validity was tested with a 10-point Likert scale and the discriminative power by comparing the four groups’ performance over two sessions. Results Participants rated the simulator positively, from 7.25 to 7.72 out of 10 (mean, 7.57). Experts and intermediates performed faster with fewer errors (collisions) than inexperienced interns and novices. The affine velocity brought additional differentiations, especially between interns and novices. Conclusion This affordable haptic simulator makes it possible to learn and train laparoscopic techniques. Self-assessment of basic skills was easily performed with slight additional cost compared to low-fidelity simulators. It could be a good trade-off among the products currently used for surgeons' training.

scholarly journals Self-Assessment of Problem Solving Disposition in Medical Students

2014 ◽  
Vol 2014 ◽  
pp. 1-6
Author(s):  
Silvia Lizett Olivares-Olivares ◽  
Mildred Vanessa López-Cabrera
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Medical Students ◽  
Problem Solving ◽  
Medical Schools ◽  
Self Assessment ◽  
Competency Based Education ◽  
Competency Based ◽  
Future Demands ◽  
Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

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