scholarly journals Trigger videos: a novel application of a tool for surgical faculty development

BMC Surgery ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anuj Arora ◽  
Jen Hoogenes ◽  
Deepak Dath
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Survey Data ◽  
Teaching Styles ◽  
Teaching Techniques ◽  
Medical Specialties

Abstract Background Trigger videos have occasionally been used in medical education; however, their application to surgical faculty development is novel. We assessed participants’ attitudes towards workshops on intraoperative teaching (IOT) that were anchored by trigger videos, and studied whether they could generate discussion-for-learning among surgeons in this workshop setting. Methods Surgeons from multiple specialties attended one of six faculty development workshops where IOT trigger videos were shown and discussed during break-out sessions. Participants completed questionnaires to (1) evaluate videos via survey and feedback, and (2) identify adoptable and discardable IOT techniques. Teaching techniques were collated to identify planned IOT changes and survey data and feedback were analyzed. Results A total of 135 surgeons identified 292 adoptable and 202 discardable IOT techniques based on trigger videos and discussions, and 94% of participants reported that the trigger videos were useful and encouraged them to discuss and consider new IOT techniques in their own practice. Conclusions Participants reported that the trigger videos were useful and motivating. Surgeons critically reflected on IOT during the sessions, identifying numerous adoptable and discardable techniques relevant to their own teaching styles. Trigger videos can be a valuable tool for surgical faculty development and can be tailored to other medical specialties.

scholarly journals Trigger Videos: A Novel Application of A Tool For Surgical Faculty Development

2021 ◽  
Author(s):  
Anuj Arora ◽  
Jen Hoogenes ◽  
Deepak Dath
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Survey Data ◽  
Teaching Styles ◽  
Teaching Techniques ◽  
Medical Specialties

Abstract Background Trigger videos have occasionally been used in medical education; however, their application to surgical faculty development is novel. We assessed whether workshops designed to improve surgeons’ intraoperative teaching (IOT), anchored by trigger videos, were useful and effective in inspiring surgeons to improve their IOT.Methods Surgeons from multiple specialties attended one of six faculty development workshops where IOT trigger videos were shown and discussed during break-out sessions. Participants completed questionnaires to 1) evaluate videos via survey and feedback, and 2) identify adoptable and discardable IOT techniques. Teaching techniques were collated to identify planned IOT changes and survey data and feedback were analyzed.Results A total of 135 surgeons identified 292 adoptable and 202 discardable IOT techniques based on trigger videos and discussions, and 94% of participants reported that the trigger videos were useful and encouraged them to discuss and consider new IOT techniques in their own practice.Conclusions Participants reported that the trigger videos were useful and motivating. Surgeons critically reflected on IOT during the sessions, identifying numerous adoptable and discardable techniques relevant to their own teaching styles. Trigger videos can be a valuable tool for surgical faculty development and can be tailored to other medical specialties.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Osteopathic students and graduates matching into pathology residency, 2011–2020

2021 ◽  
Vol 121 (2) ◽  
pp. 149-156
Author(s):  
Ryan Philip Jajosky ◽  
Hannah C. Coulson ◽  
Abric J. Rosengrant ◽  
Audrey N. Jajosky ◽  
Philip G. Jajosky
Keyword(s):  
United States ◽  
Primary Care ◽  
Medical Education ◽  
Accreditation System ◽  
Senior Year ◽  
Medical Specialties ◽  
Residency Programs ◽  
The Third ◽  
The Past ◽  
Residency Match

Abstract Context In the past decade, two changes have affected the pathology residency match. First, the American Osteopathic Association (AOA) Match, which did not offer pathology residency, became accredited under a single graduate medical education (GME) system with the Main Residency Match (MRM), which offers pathology residency. Second, substantially fewer United States senior-year allopathic medical students (US MD seniors) matched into pathology residency. Objective To determine whether there were major changes in the number and percentage of osteopathic students and physicians (DOs) matching into pathology residency programs over the past decade. Methods Pathology match outcomes for DOs from 2011 to 2020 were obtained by reviewing AOA Match data from the National Matching Services and MRM data from the National Resident Matching Program (NRMP). The number of DOs that filled pathology positions in the MRM was divided by the total number of pathology positions filled in the MRM to calculate the percentage of pathology positions taken by DOs. Results Over the past decade, there was a 109% increase in the total number of DOs matching into pathology residency (34 in 2011 vs. 71 in 2020). During this time, there was a 23.3% increase in the total number of pathology positions filled in the MRM (476 in 2011 vs. 587 in 2020). Thus, the percentage of pathology residency positions filled by DOs increased from 7.1% in 2011 to 12.1% in 2020. The substantial increase of DOs in pathology occurred simultaneously with a 94.2% increase in the total number of DOs filling AOA/MRM “postgraduate year 1” (PGY-1) positions (3201 in 2011 vs. 6215 in 2020). Thus, the percentage of DOs choosing pathology residency has remained steady (1.06% in 2011 and 1.14% in 2020). In 2020, pathology had the third lowest percentage of filled PGY-1 residency positions taken by DOs, out of 15 major medical specialties. Conclusion The proportion of DOs choosing pathology residency was stable from 2011 to 2020 despite the move to a single GME accreditation system and the stark decline in US MD seniors choosing pathology. In 2020, a slightly higher percentage of DOs (1.14%) chose pathology residency than US MD seniors (1.13%). Overall, DOs more often choose other medical specialties, including primary care. Additional studies are needed to determine why fewer US MD seniors, but not fewer DOs, are choosing pathology residency.

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

scholarly journals Faculty Development Workshop for Endoscopic Teaching Techniques

MedEdPORTAL ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 10960
Author(s):  
Kamron Pourmand ◽  
Satish Nagula ◽  
Laurie Keefer ◽  
Brijen Shah
Keyword(s):  
Faculty Development ◽  
Teaching Techniques

scholarly journals Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe

2018 ◽  
Vol 84 (1) ◽  
pp. 183 ◽  
Author(s):  
Antony Matsika ◽  
Kusum Nathoo ◽  
Margaret Borok ◽  
Thokozile Mashaah ◽  
Felix Madya ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Health Sciences ◽  
Development Programs ◽  
The University ◽  
University Of Zimbabwe

Pediatric Collections: Enriching Pediatric Learning: A Guidebook for Preceptors

2021 ◽  
Author(s):  
Keyword(s):  
Medical Education ◽  
Clinical Observation ◽  
Community Hospital ◽  
Teaching Techniques ◽  
Assessment And Evaluation ◽  
Academic Center ◽  
Practice Community ◽  
Practical Teaching

This collection is intended to optimize the medical education and practical teaching techniques to improve clinical observation, feedback, assessment, and evaluation. This collection is applicable to the busy preceptor in a variety of settings—rural or regional or urban practice, community hospital, or academic center. Available for purchase at https://shop.aap.org/pediatric-collections-enriching-pediatric-learning-a-guidebook-for-preceptors-paperback/

scholarly journals Current status of faculty development in under graduate medical education of Bangladesh

2017 ◽  
Vol 8 (2) ◽  
pp. 2-6
Author(s):  
Shamima Rahman ◽  
Soofia Khatoon ◽  
Mossammat Nigar Sultana ◽  
Farhana Noman ◽  
Sayed Golam Samdani
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Journal Club ◽  
Cross Sectional Study ◽  
Current Status ◽  
Teaching Methodology ◽  
Related Activity ◽  
Development Activity ◽  
Cross Sectional ◽  
Self Administered Questionnaire

This descriptive cross sectional study was carried out to determine the current status of faculty development in undergraduate medical education of Bangladesh. This study was carried out in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. The present study had a semi-structured self-administered questionnaire for individual teacher. Total 181 teachers responded to the questionnaire. 56% of teachers said that faculty development activities were regularly conducted. About duration of faculty development activity 74% of teachers said it was 1-3 days duration. 42% of the teachers said faculty development activity conducted once in a week and 39% said occasional conduction of faculty development activity in their institute About the type of faculty development activity clinical meeting was commonest (65%), related to medical education (48%) and related to research (53%). About the topics of medical education related activities were teaching methodology (46%), assessment (32%). Research related activities were journal club (91%) and research methodology (67%). Faculty development activity was conducted through teachers association (53%) and medical education unit (50%). In conclusion some parts of FD activity are present in most of the colleges like clinical meeting, few medical education related session, and research related activity. For upgrading of medical education faculty development programme should be conducted regularly, monitoring of present programme and development of qualified resource person should be ensured.Bangladesh Journal of Medical Education Vol.8(2) 2017: 2-6

Writing for publication in medical education: The benefits of a faculty development workshop and peer writing group

2008 ◽  
Vol 30 (8) ◽  
pp. e280-e285 ◽  
Author(s):  
Yvonne Steinert ◽  
Peter J. McLeod ◽  
Stephen Liben ◽  
Linda Snell ◽  
Yvonne Steinert ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Writing For Publication ◽  
Writing Group
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