Professionalism Competence

2020 ◽  
pp. 232-247
Author(s):  
Barry A. Doublestein ◽  
Walter T. Lee ◽  
Richard M. Pfohl
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Head And Neck ◽  
Development Program ◽  
Neck Surgery ◽  
Competency Development ◽  
School Division ◽  
Competency Training ◽  
Duke University

The existing medical education paradigm is not structured in a way that prepares future physicians with knowledge or the skill set to excel in professionalism. The authors provide information in the form of a case study of a professionalism competency development program that was undertaken in the Duke University Medical School Division of Head and Neck Surgery and Communications Sciences, barriers found that impede development, and offer five reforms that are necessary in order to bring about the movement toward high-value care. The authors propose to 1) prioritize professionalism competency training in medical education, 2) make curricular revisions to promote professionalism competency training across the continuum, 3) revise selection criteria for entrance to the profession that deals with basic professionalism skills, 4) institute new prerequisite requirements for entrance to the profession centered on professionalism competency, and 5) require professionalism competency training as part of certification and re-certification processes.

scholarly journals The Utilization of the iOS Platform to Create LearnENT: An Interactive Educational App in Otolaryngology—Head and Neck Surgery

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
S. Kohlert ◽  
N. Scherer ◽  
S. Kherani ◽  
L. McLean
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Styles ◽  
Head And Neck ◽  
Design Process ◽  
Mobile Apps ◽  
Neck Surgery ◽  
Head And Neck Surgery ◽  
Development Processes

LearnENT, an educational app for iOS, was developed to promote a standardized experience otolaryngology in head and neck surgery (OTOHNS) for University of Ottawa medical students. Its development was grounded in pedagogical theory including Laurillard’s design process, Honey and Mumford’s learning styles, and Nielsen’s theory of usability. This paper examines LearnENT's design and development processes as well as the role of mobile apps in medical education. Features of the LearnENT app as they apply to Constructivist learning are also highlighted.

Do Medical Students Receive Adequate Otolaryngology Training? A Canadian Perspective

2020 ◽  
Vol 129 (11) ◽  
pp. 1095-1100
Author(s):  
Brandon R. Rosvall ◽  
Zachary Singer ◽  
Kevin Fung ◽  
Christopher J. Chin
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Head And Neck ◽  
Neck Surgery ◽  
Canadian Universities ◽  
Canadian Medical School ◽  
Canadian Perspective ◽  
Fourth Year Medical Students ◽  
Baseline Characteristics ◽  
School Curricula

Objectives: Otolaryngology—head and neck surgery (OHNS) training has been found to be underrepresented in medical school curricula. The study aimed to assess (i) students’ clinical OHNS exposure, (ii) their confidence managing OHNS conditions, and (iii) the correlation between OHNS exposure and confidence managing OHNS conditions. Methods: Fourth-year medical students at two Canadian Universities completed a survey assessing baseline characteristics, OHNS training, and confidence managing OHNS conditions. Results: Of 87 returned surveys, 46 students had no clinical OHNS exposure, while 29 felt there was adequate OHNS exposure. The majority of students lacked confidence recognizing conditions requiring emergent referral. Students with greater OHNS training had greater confidence managing OHNS conditions ( r = 0.267, P = .012). Conclusion: The majority of medical students have minimal OHNS exposure. Students with greater OHNS exposure have greater confidence managing OHNS conditions. A review of Canadian medical school curricula is warranted to ensure adequate OHNS exposure.

scholarly journals Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology�Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Li-Ang Lee ◽  
Shu-Ling Wang ◽  
Yi-Ping Chao ◽  
Ming-Shao Tsai ◽  
Li-Jen Hsin ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Head And Neck ◽  
Cognitive Style ◽  
Mobile Technology ◽  
Learning Experience ◽  
Neck Surgery ◽  
Percentage Change ◽  
Undergraduate Medical Students ◽  
E Learning

BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. CLINICALTRIAL ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

Automating Competency Development Program for Integrating Graduates in EDC Workforce

2013 ◽  
pp. 286-309
Author(s):  
Moh’d Jarrar
Keyword(s):  
Oil And Gas ◽  
Development Program ◽  
Lessons Learned ◽  
University Graduates ◽  
Competency Development ◽  
Counter Measures ◽  
The Third ◽  
Functional Capabilities ◽  
Oil And Gas Sector

The project aimed at developing a system to manage the development of young university graduates and equip them with the experience and skills necessary for integrating them in the company workforce. The case study focuses on three sections. The first section addresses the development of the Proof Of Concept (POC) that aimed at creating a prototype that was then enhanced in terms of its functional capabilities and data management tasks to meet the set objectives. The second section addresses how the POC was transformed to a fully functional multi-user system that was later utilized by all the divisions within the company. The third section touches on how the experience obtained was later used to help in building a unified system for the oil and gas sector in the country. The case also discusses the challenges, measures, and counter measures taken to address them, and the lessons learned to ensure the project was delivered to stakeholders.

scholarly journals Milestones 2.0: Otolaryngology Resident Competency in the Postpandemic Era

2021 ◽  
pp. 019459982110332
Author(s):  
Cristina Cabrera-Muffly ◽  
Cristen Cusumano ◽  
Michael Freeman ◽  
Dink Jardine ◽  
Judith Lieu ◽  
...  
Keyword(s):  
Medical Education ◽  
Head And Neck ◽  
Graduate Medical Education ◽  
Iterative Process ◽  
Resident Education ◽  
Neck Surgery ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Objective Outcomes ◽  
New Research

The Accreditation Council for Graduate Medical Education and the American Board of Otolaryngology–Head and Neck Surgery Milestones Project grew out of a continued need to document objective outcomes within resident education. Milestones 2.0 began its work in 2016, with an intent to resolve inconsistencies in the original milestones based on an iterative process. Milestones 2.0 retains the original 5 levels of achievement but includes a “not yet assessable” option as well. In addition, Milestones 2.0 has added harmonized milestones across all specialties. Each specialty has incorporated a supplemental guide with examples and resources to improve facility with the tool. There will be further refinement of the Milestones as new research emerges with the ultimate goal of providing programs and trainees with a reliable roadmap that can be used to direct and assess learning.

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