Medical Education, Год журнала: 2023, Номер 58(1), С. 17 - 19
Опубликована: Ноя. 20, 2023
Health education's competency models are evolving to balance universal skills with those that job‐ and organization‐specific. These authors argue a three‐layer framework emphasizing person‐organization fit will create better outcomes.
Язык: Английский
Medical Teacher, Год журнала: 2023, Номер 46(8), С. 999 - 1011
Опубликована: Ноя. 1, 2023
This AMEE guide discusses theoretical principles and practical strategies for health professions educators to promote impactful mentoring relationships. Traditional definitions are challenged, distinctions made between roles such as mentor, advisor, coach sponsor. As educational environments change options professional development expand, we argue that the traditional dyadic format of alone will not help mentees maximise their growth. Newer formats discussed in detail advantages disadvantages compared. We use a variety concepts anchor practice mentorship: self-focussed other-focussed motives; psychological safety; personal interpretive framework; Daloz model balancing support challenge; zone proximal development; communities practice; along multiple layers competence. Recommended effective based on extensive review literature, well combined experiences authors. key from theories described phases relationships foundations suggested best practices mentorship. Finally, emphasise role own provide tips them seeking mentors, expanding network taking lead setting agenda during meetings formulating action plans advancement.
Язык: Английский
Процитировано
16
Canadian Family Physician, Год журнала: 2024, Номер 70(5), С. 329 - 341
Опубликована: Май 1, 2024
Язык: Английский
Процитировано
7
Frontiers in Medicine, Год журнала: 2024, Номер 11
Опубликована: Авг. 27, 2024
Over the last decade, there has been a drive to emphasize professional identity formation in medical education. This shift had important and positive implications for education of physicians. However, increasing recognition longstanding structural inequalities within society profession highlighted how conceptualizations have also unintended harmful consequences. These include experiences threat exclusion, promotion norms values that over-emphasize preferences culturally dominant groups. In this paper, authors put forth reconceptualization process medicine through elaboration 3 schematic representations. Evolutions understandings formation, as described re-defining socialization an active involving critical engagement with norms, emphasizing role agency, recognizing importance belonging or exclusion on one’s sense self. The framed their analysis evidence-informed educational guide aim supporting development identities which embrace diverse ways being, becoming, profession, while simultaneously upholding standards required meet its obligations patients society.
Язык: Английский
Процитировано
6
Medical Education, Год журнала: 2024, Номер 58(7), С. 825 - 837
Опубликована: Янв. 2, 2024
Assessment of the Core Entrustable Professional Activities for Entering Residency requires direct observation through workplace-based assessments (WBAs). Single-institution studies have demonstrated mixed findings regarding reliability WBAs developed to measure student progression towards entrustment. Factors such as faculty development, rater engagement and scale selection been suggested improve reliability. The purpose this investigation was conduct a multi-institutional generalisability study determine influence specific factors on WBAs.
Язык: Английский
Процитировано
4
Diagnosis, Год журнала: 2025, Номер unknown
Опубликована: Янв. 7, 2025
Abstract Objectives Diagnostic error is a global emergency. Context specificity likely source of the alarming rate and refers to vexing phenomenon whereby physician can see two patients with same presenting complaint, identical history examination findings, but due presence contextual factors, decides on different diagnoses. Studies have not empirically addressed potential role context in management reasoning errors diagnosis may consistently translate actual patient care. Methods We investigated effect individuals working within simulated internal medicine environment. Participants completed ten minute back common encounters. The clinical content each encounter was identical. One featured carefully controlled factors (CF+ vs. CF−) designed distract from correct management. Immediately after participants post form. Results Twenty senior medical students participated. leading score higher (mean 0.88; SEM 0.07) for CF− compared CF+ (0.58; 0.1; 95 % CI 0.04–0.56; p=0.02). Management scores were 5.48; 0.66) (3.5; 0.56; 0.69–3.26; p=0.01). demonstrated both diagnostic reasoning. Conclusions This study first demonstrate that reasoning, which directly impacts patient, also influenced by specificity, providing additional evidence specificity’s unwanted variance health
Язык: Английский
Процитировано
0
BMJ Open, Год журнала: 2025, Номер 15(1), С. e091535 - e091535
Опубликована: Янв. 1, 2025
Objectives The study aims to explore the workplace learning experiences of medical faculty in critical care specialties at a university hospital, focusing on how they develop their professional identity and construct meaning work. Design Qualitative, phenomenological study. Setting current was conducted hospital South Korea between November 2022 October 2023. Participants Five members (two males three females) from (eg, emergency medicine) with over 15 years experience, each having served as for more than 5 years. Results Six key themes emerged: cultivating ‘doctor-ishness’ realm care, beacon inner drive: guiding growth, nexus leveraging expertise fostering challenging reality becoming an ‘ideal’ faculty, shifting tides profession’s role weaving into unique rhythm practice. These collectively highlight that members’ involves transition functional professionals reflective practitioners. Conclusions Workplace is understood ongoing, context-dependent individualised process which emotions play crucial determining depth significance shaping identities. This highlights capacity agency potential, offering perspective beyond previous research has primarily focused hardships. By shedding light insider’s view underscoring need support development these high-stakes fields, our findings suggest theoretical practical interventions foster mutual growth organisations.
Язык: Английский
Процитировано
0
Perspectives on Medical Education, Год журнала: 2025, Номер 14(1)
Опубликована: Фев. 14, 2025
Introduction: Advanced training experiences are required in certain countries for subspecialization. In the United States, a decline Milestones and levels of supervision Entrustable Professional Activities incoming subspecialty fellows has been described attributed to changes context that experience. We aimed explore this transition advanced training, specifically describe which contextual factors salient at residency fellowship supports available smooth fellowship. Methods: Using competence as sensitizing concept, ten semi-structured interviews with first- second-year pediatric from three subspecialties were performed large academic medical center 2023, using thematic analysis informed by elements constructivist grounded theory. Results: Contextual impacted included systems, necessary knowledge, roles responsibilities. At times, participants tension between feeling like novices while simultaneously they should have more expertise than had. Supports navigating tension, generally, formal orientations, fellow behaviors perspective, input others. Conclusions: The is characterized, experiencing novice one expertise, fellows’ own support those around them being essential transition. While programs offer systems-level solutions supporting navigation underexplored.
Язык: Английский
Процитировано
0
European Geriatric Medicine, Год журнала: 2025, Номер unknown
Опубликована: Март 7, 2025
To gather and summarize evidence on educational training formats for medical doctors in performing Comprehensive Geriatric Assessment (CGA) under- postgraduate education. A comprehensive literature review was conducted using the databases Medline, CINAHL, Cochrane Embase to identify intervention studies cohort related CGA education professionals. Additional references were incorporated through reference tracking. Studies included then grouped according competence level addressed during trainings create a current competence-based framework tools teach students doctors. Sixty eligible identified, with 42 addressing full implementation of 18 focusing specific domains. High variability duration, design evaluation methods consistently observed across studies. The findings underscore need further coordinated research consolidate pave way more innovative, high-quality healthcare systems capable complexities an aging society.
Язык: Английский
Процитировано
0
Indian Pediatrics, Год журнала: 2025, Номер unknown
Опубликована: Март 14, 2025
Язык: Английский
Процитировано
0
Perspectives on Medical Education, Год журнала: 2023, Номер 12(1), С. 507 - 516
Опубликована: Янв. 1, 2023
The widespread adoption of Competency-Based Medical Education (CBME) has resulted in a more explicit focus on learners' abilities to effectively demonstrate achievement the competencies required for safe and unsupervised practice. While CBME implementation yielded many benefits, by focusing explicitly what learners are doing, curricula may be unintentionally overlooking who becoming (i.e., formation their professional identities). Integrating identity (PIF) into potential positively influence professionalism, well-being, inclusivity; however, issues related definition, assessment, operationalization PIF have made it difficult embed this curricular imperative CBME. This paper aims outline path towards reconciliation better support development physicians that best suited meet needs society. To begin reconcile PIF, defines three contradictions must can resolved, namely: (1) attends behavioral outcomes whereas developmental processes; (2) emphasizes standardization individualization; (3) organizes assessment around observed competence is inherently holistic. Subsequently, authors identify opportunities address these contradictions, such as incorporating process-based curricula, recognizing individualized contextualized nature competence, guided self-assessment coaching mentorship programs. In addition, highlight future research directions each contradiction with goal reconciling 'doing' 'being' medical education.
Язык: Английский
Процитировано
11