scholarly journals Medical Education Research and the Hierarchy in Medical Training: An Interview with Dr. Dylan Bould

2017 ◽  
Author(s):  
Menachem Benzaquen
Keyword(s):  
Medical Education ◽  
Education Research ◽  
Medical Training ◽  
Pediatric Anesthesia ◽  
Healthcare Education ◽  
Cardiac Anesthesia ◽  
University Of Toronto ◽  
Organization Process ◽  
The University ◽  
Master Of Education

AbstractDr. Dylan Bould is an anesthesiologist at CHEO (Children’s Hospital of Eastern Ontario) and Director of Education Research at the University of Ottawa’s Department of Anesthesiology. Dr. Bould began training in anesthesia in the U.K. and completed fellowships in pediatric anesthesia and medical education at SickKids and St. Michael’s Hospital in Toronto, as well as a pediatric cardiac anesthesia fellowship in London, England. Over the course of his fellowships in Toronto, Dr. Bould completed a Master of Education at the University of Toronto focusing on medical education. Dr. Bould is also involved in global health, having worked in Nepal and Kenya, and was part of the organization process of the University of Zambia Anesthesia Residency Program. Dr. Bould’s current research focuses on hierarchy in medical training, mentorship in medical education, and simulation in healthcare education. RésuméDr Dylan Bould est un anesthésiologiste au Centre hospitalier pour enfants de l’est de l’Ontario (CHEO) et le directeur de la recherche en enseignement au département d’anesthésie de l’Université d’Ottawa. Dr Bould a commencé sa formation en anesthésie au Royaume-Uni et a complété des formations complémentaires (fellowships) en anesthésie pédiatrique et en enseignement médical à SickKids et à l’Hôpital St Michael à Toronto, ainsi qu’une formation en anesthésie cardiaque pédiatrique à Londres, en Angleterre. Au cours de ses formations complémentaires à Toronto, Dr Bould a complété une maîtrise en éducation à l’Université de Toronto axée sur l’enseignement médical. Dr Bould est également impliqué dans le domaine de la santé mondiale, ayant travaillé au Népal et au Kenya, et ayant aidé à mettre sur pied le programme de résidence en anesthésie à l’Université de la Zambie. La recherche actuelle de Dr Bould se concentre sur la hiérarchie présente lors de la formation médicale, le mentorat en enseignement médical, et la simulation dans l’enseignement des soins de santé. 

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

scholarly journals Educating vocationally trained family physicians: a survey of graduates from a postgraduate medical education programme

2016 ◽  
Vol 8 (2) ◽  
pp. 115 ◽  
Author(s):  
Wayne K. Cunningham ◽  
Susan M. Dovey
Keyword(s):  
Medical Education ◽  
General Practice ◽  
General Practitioners ◽  
Personal Growth ◽  
Medical Training ◽  
Care Delivery ◽  
Postgraduate Medical Education ◽  
Free Text ◽  
Intellectual Stimulation ◽  
The University

Abstract INTRODUCTION Since 1991 the University of Otago, Dunedin, New Zealand has offered postgraduate qualifications specifically designed to educate general practitioners (GPs) about their unique work environment. AIM To determine motivations and impacts of postgraduate education for practising GPs. METHODS Survey of the 100 graduates of the University of Otago, Dunedin postgraduate general practice programme. Ninety five living graduates were approached and 70 (73.7%) responded. Quantitative data about disposition of respondents before enrolling and after completion of the programme were analysed using chi-square and paired t-tests. Free text responses about motivations, impacts and outcomes of the program were thematically analysed. RESULTS 64 GPs graduated with a postgraduate diploma and 36 with a masters degree in general practice. Although the mean number of graduates was 3.5 and 2.0 (respectively), annual enrolments averaged 25.1. Most graduates (60.9%) were aged in their 40s when they started studying and most (94.3%) had a spouse and/or children at home. Intellectual stimulation and challenge motivated study. Outcomes included perceived improvement of medical care delivery; development of critical thinking about medical epistemology, education, and research; and personal growth. Graduates increased engagement in academic and advisory roles, published papers, and some completed doctoral studies. Respondents valued scholarship and enjoyed the learning environment, but felt their qualification had low perceived value within the profession. Cost and a perception of time commitment were important barriers to study. DISCUSSION This voluntary postgraduate medical education complements traditional medical training but has low external value despite personal, practising and professional benefits. Graduates valued engagement above completion of a qualification. KEYWORDS Medical education; general practitioners; scholarship; professionalism

Using narratives for medical humanities in medical training

2018 ◽  
pp. 129-139
Author(s):  
Alexander Kiss ◽  
Claudia Steiner
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Narrative Medicine ◽  
Illness Narratives ◽  
Evidence Based ◽  
Good Doctor ◽  
The University ◽  
Based Medicine ◽  
Humanities Curriculum

The University of Basel, Switzerland has developed a longitudinal medical humanities curriculum based on illness narratives and narrative medicine. The ultimate learning goal of medical humanities as taught in Basel is to foster narrative competence. A good doctor needs to be a good listener, a good storyteller, and should ideally be able to co-create an illness narrative together with a patient. Medical humanities consist of mandatory and optional elements. Blending evidence-based medicine, which is based on larger numbers of patients with similar characteristics, with narrative-based medicine, which is based on patients’ uniqueness, this programme provides medical students with the opportunity to develop and practice narrative medicine over the course of the six years of medical studies. This chapter discusses the programme and its place in medical education.

INTRODUCTION

1988 ◽  
Vol 34 (3) ◽  
pp. 280-280
Author(s):  
Gregor Reid ◽  
Andrew W. Bruce
Keyword(s):  
Medical Education ◽  
American Medical ◽  
Continuing Medical Education ◽  
Bacterial Infections ◽  
University Of Toronto ◽  
Future Developments ◽  
Wide Range ◽  
Microbial Infections ◽  
The Many ◽  
The University

The Lister Symposium was held primarily to review the latest concepts of the mechanisms of bacterial infections, and to highlight the research being carried out currently in Toronto and in Canada. The inclusion of several speakers from outside of Toronto added a strong foundation for the meeting.A wide range of topics were addressed and these demonstrated the many areas of research being pursued to better understand the pathogenesis of microbial infections. By drawing together physicians, scientists, and students from a variety of disciplines, it was hoped that the Lister Symposium would contribute, not only to our knowledge of medicine and science in this field, but also to the continued local and national cooperation required for first-class investigative research.This meeting was the first of its kind held under the auspices of the Department of Surgery at the University of Toronto, demonstrating its commitment to research and interdepartmental collaboration. We are most grateful to Professor Bernard Langer, Chairman of the Department of Surgery, for his support in this regard. The assistance of our sponsors and the Continuing Medical Education Office facilitated a wide outreach and enabled recognition of the course and accreditation for Canadian and American Medical participants. It is hoped that this material will provide a useful reference for future developments in the field.

6. CanMEDSification: The role of postgraduate medicine office in supporting the learning and teaching of CanMEDs Roles

2007 ◽  
Vol 30 (4) ◽  
pp. 30
Author(s):  
S. Glover Takahashi ◽  
S. Verma ◽  
L. Muharuma ◽  
R. Zulla
Keyword(s):  
New York ◽  
Medical Education ◽  
Faculty Development ◽  
San Francisco ◽  
Professional Competence ◽  
Postgraduate Medical Education ◽  
University Of Toronto ◽  
Development Initiatives ◽  
The University ◽  
Postgraduate Medicine

The Postgraduate Medical Education Office at the University of Toronto has implemented a range of faculty development initiatives targeted at supporting the full implementation of CanMEDS roles and competencies in the day to day learning, teaching and evaluation of residents across the highly distributed postgraduate medicine training programs. In October 2005, the Royal College of Physicians and Surgeons of Canada (RCPSC) released a revised version of the CanMEDS roles. In June 2006, the RCPSC accreditation standards for postgraduate medicine changed some standards which result in an increased expectation of implementation of the CanMEDS roles in teaching and evaluation of residency programs. From 2005 to 2007, there have been numerous initiatives by the Postgraduate Medical Education Office to support the understanding and implementation of the CanMEDS roles into the learning, evaluation and outcomes of postgraduate training at the University of Toronto. The PGME Office supported the ‘CanMEDSification’ or integration of the CanMEDS framework by: 1) Supporting the development of teacher/faculty teaching and evaluation resources; 2) Providing faculty development in the understanding of these competencies; 3) Providing explicit program feedback through the Internal Review process The CanMEDS roles have been widely integrated into teaching and evaluation at the University of Toronto. The high attendance rates at workshops and positive workshop evaluations indicate the value of centralized faculty development initiatives and also indicate an increasing confidence in using CanMEDS. The workshop evaluations also indicate a need for additional faculty development in evaluating the non Medical Expert roles. Shorter E. Oxford English Dictionary (5th ed.). Oxford, UK: Oxford University Press, 2002. Harris, IB. Deliberative inquiry: The arts of planning. in E.C. Short (ed.), Forms of curriculum inquiry. Albany: State University of New York Press, 1991; 285-307. Harris, IB. New expectations for professional competence. In L. Curry & J. F. Wergin (Eds.), Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass, 1993; 17-52.

Articulating the canon: The sociology of medical education from 1980 to 2000

2021 ◽  
pp. 136345932110138
Author(s):  
Alexandra H. Vinson
Keyword(s):  
Medical Education ◽  
Education Research ◽  
Intellectual History ◽  
Medical Training ◽  
Medical Sociology ◽  
Medical Education Research ◽  
Research Activity ◽  
Foundational Research ◽  
Ongoing Development ◽  
Exciting Development

An exciting development in the sociology of medical education has been its recent return as a distinct scholarly conversation in medical sociology. During the 1980s and 1990s, the sociology of medical education, an historically prominent subfield in sociology, seemed to disappear from the scholarly conversation despite ongoing development in this area. In this narrative review I describe this “missing period” of sociology of medical education, discussing complementary explanations for why it receded and describing what research activity did take place during those decades. In reviewing this work, I argue that articulating theoretical advances made within sociology of medical education research during these decades allows us to link foundational research from the 1950s and 1960s with the renaissance of this subfield in the early 2000s. Fundamentally, understanding the intellectual history and development of this subfield supports a broader movement to understand the import of studies of medical training for exploring questions of interest in general sociology.

scholarly journals Engineering Education at the University of Toronto

2013 ◽  
Author(s):  
Susan McCahan ◽  
Jason Bazylak ◽  
David Beach ◽  
Greg Evans ◽  
Jason Foster ◽  
...  
Keyword(s):  
Education Research ◽  
Leadership Development ◽  
Engineering Education ◽  
Graduate Program ◽  
Task Force ◽  
Peer Group ◽  
University Of Toronto ◽  
Use Of Technology ◽  
Engineering Education Research ◽  
The University

Engineering education research at the University of Toronto is very active and growing. We currently have multiple faculty involved in individual and collaborative projects, and two Ph.D. candidates. Project topics areas include: teaching and assessment of teamwork and leadership; development of professional identity through portfolios; inverted classroom teaching methods; teaching effectively to diverse student populations; retention and grittiness; use of technology in the classroom and innovative pedagogy; outcomes based assessment methods; and collaborating on a study in critical thinking. We maintain an informal research group called PEER (Practitioners in Engineering Education Research) that meets approximately monthly. PEER group is a community of practice intended to help members develop research projects and proposals, provide additional perspectives on results, and discussion of shared interests. This network has been very effective in leveraging individual expertise and supporting a vibrant research community. Our Faculty is now taking the next step to establish a pathway for students pursuing a Ph.D. in engineering education. A task force to create a research based graduate program in engineering education was initiated in January and is currently developing a plan. In this session we will talk about the projects that are on-going and the plans for the future.

scholarly journals Knowledge syntheses in medical education: Examining author gender, geographic location, and institutional affiliation

2021 ◽  
Author(s):  
Lauren A. Maggio ◽  
Anton Ninkov ◽  
Joseph A. Costello ◽  
Erik W. Driessen ◽  
Anthony R. Artino
Keyword(s):  
Medical Education ◽  
Geographic Location ◽  
The United States ◽  
Evidence Base ◽  
Knowledge Synthesis ◽  
Middle Income ◽  
University Of Toronto ◽  
Middle Income Countries ◽  
The United Kingdom ◽  
The University

ABSTRACTPurposeAuthors of knowledge syntheses make many subjective decisions during their review process. Those decisions, which are guided in part by author characteristics, can impact the conduct and conclusions of knowledge syntheses, which assimilate much of the evidence base in medical education. Therefore, to better understand the evidence base, this study describes the characteristics of knowledge synthesis authors, focusing on gender, geography, and institution.MethodIn 2020, the authors conducted a case study of authors of 963 knowledge syntheses published between 1999 and 2019 in 14 core medical education journals using a publicly accessible dataset.ResultsThe authors of the present study identified 4,110 manuscript authors across all authorship positions. On average there were 4.3 authors per knowledge synthesis (SD=2.51, Median=4, Range=1-22); 79 knowledge syntheses (8%) were single-author publications. Over time, the average number of authors per synthesis increased (M=1.80 in 1999; M=5.34 in 2019). Knowledge syntheses were authored by slightly more females (n=2047; 50.5%) than males (n=2005; 49.5%) across all author positions (Pearson X2=22.02, p<.001). Authors listed affiliations in 58 countries, and 58 knowledge syntheses (6%) included authors from low- or middle-income countries (LMIC). Authors from the United States (n=366; 38%), Canada (n=233; 24%), and the United Kingdom (n=180; 19%) published the most knowledge syntheses. Authors listed affiliation at 617 unique institutions, and first authors represented 362 unique institutions with greatest representation from the University of Toronto (n=55, 6%) and the Mayo Clinic (n=31, 3%). Across all authorship positions, the large majority of knowledge syntheses (n=753; 78%) included authors at top 200 ranked institutions.ConclusionsKnowledge synthesis author teams have grown over the past 20 years, and while there is near gender parity across all author positions, authorship has been dominated by North American researchers located at highly ranked institutions. This suggests a potential overrepresentation of certain authors with particular characteristics, which may impact the conduct and conclusions of knowledge syntheses in medical education.

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