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Twelve tips for developing and running a successful women’s group in international academic medicine

Authors: Halah Ibrahim, Dora J. Stadler, Sophia Archuleta, Pascale Anglade & Joseph Cofranceso Jr.
Medical Teacher 2018. DOI: 10.1080/0142159X.2018.1521954. [Epub ahead of print]

“Gender inequity in academic medicine remains an important issue worldwide. While institutional programs and policies can help promote equity in recruitment, retention, scholarship, promotion, and leadership, they often do not address the physical and social isolation that many women in international academic medicine face. Creating networking opportunities through building women’s groups can provide a personal and professional support structure that decreases isolation and promotes the advancement of women”. Based on a multidisciplinary literature review on change processes, group formation, women’s empowerment, and lessons learned from personal experience, the authors offer 12 tips classified in 8 steps to successfully create, maintain, and support physician women’s groups:

    • Step 1: Create a sense of urgency
      • Perform a thorough needs assessment and analysis, and contextualize the role of women in the society and culture in which your group exists.
    • Step 2: Build a guiding coalition
      • Identify your “champions” while being mindful of the cross-cultural diversity of group members.
      • Get leadership support.
      • Involve men.
    • Step 3: Create a vision
      • Define your mission and vision, including goals and objectives, and develop infrastructure.
    • Step 4: Communicate the vision
      • Plan programs that are relevant and needed.
      • Use social media as a means of virtual networking.
    • Step 5: Enable action by removing barriers
      • Anticipate and be prepared for resistance and challenges.
    • Step 6: Generate short-term wins
      • Orchestrate and share your successes.
    • Step 7: Sustain acceleration
      • Evaluation is important – collect, reflect, and act on feedback.
    • Step 8: Institute new culture
      • Plan for the future to ensure both manageability and sustainability.
      • Have fun.

You can find this article here.

* I have no financial interest to disclose (GP).

AM Last Page: Education Is Not Filling a Bucket, but Lighting a Fire: Self-Determination Theory and Motivation in Medical Students

Authors: Rashmi Kusurkar, Olle ten Cate.
Academic Medicine 2013; volume 88, issue 6, page 904

Self-determination theory states that human beings have a natural tendency to develop towards autonomous regulation of behavior, being intrinsically motivated to learn and to take on challenges. Motivation impacts educational learning outcomes and students’ well being.

In this one-page paper, authors present Ryan and Deci’s Self-Determination Continuum going from Not Self-Determined to Fully Self-Determined, and from Amotivation to Intrinsic Motivation. They also list some examples on how to apply this theory to medical education.

You may read this article here.

* I have no financial interest to disclose (GP).

Healthcare educational leadership in the twenty-first century

Authors: Davinder Sandhu.
Medical Teacher 2019; volume 41, issue 6, pages 614-618

“This paper through ideas confronts the myths and flaws of current leadership teaching in an education framework. It makes the case for innovative, creative, adroit, adept, experiential learners who can see the bigger picture, avoid harm and be able to cope with complexity and uncertainty, thereby creating a paradigm shift so that future leaders can problem solve, through the ongoing seismic changes that healthcare faces”.

You may read this article here.

* I have no financial interest to disclose (GP).

Twelve tips for teaching the informed consent conversation

Authors: Asha Anandalah & Laura Rock.
Med Teach. 2019; 41(4):465-70.

Obtaining informed consent is a complex and challenging process. In this article authors provide a roadmap, listed as 12 tips, for teaching the essential components of how to obtain informed consent:

  1. Choose a time and place for the consent conversation that emphasizes its value;
  2. Emphasize the importance of first making a connection and establishing trust;
  3. Counsel the trainee to assess for barriers to discussing informed consent;
  4. Reinforce principles of effective communication;
  5. Review the core elements of an informed consent conversation;
  6. Ensure the trainee is knowledgable about the procedure;
  7. Specify how to discuss risk;
  8. Teach the trainee to discuss the procedure in the context of the individual patient’s circumstances;
  9. Explain how to articulate an informed decision;
  10. Adapt your teaching to the clinical context;
  11. Discuss and review documentation; and
  12. Observe and debrief the experience afterwards.

You can find this article here.

* I have no financial interest to disclose (GP).

Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME guide no. 56

Authors: Miriam Lacasse, Marie-Claude Audétat, Élisabeth Boileau, Nathalie Caire Fon, Marie-Hélène Dufour, Marie-Claude Laferrière, et al.
Medical Teacher 2019 Mar 12:1-21. doi: 10.1080/0142159X.2019.1596239. [Epub ahead of print]

In this systematic review, authors aim to identify interventions for undergraduate (UG) and postgraduate (PG) medical learners experiencing academic difficulties (“learners who do not meet the expectations of a training program because of a problem with knowledge, attitudes, or skill”), to link them to a theory-based conceptual framework, and to provide literature-based recommendations around their use.

The review provides a repertoire of literature-based interventions for teaching/learning, faculty development, and research purposes.

You can find this article here.

* I have no financial interest to disclose (GP).

Twelve tips for thriving in the face of clinical uncertainty

Authors: Galina Gheilman, Mark Johnson, Arabella L. Simpkin.
Medical Teacher 2019 Mar 26:1-7. doi: 10.1080/0142159X.2019.1579308. [Epub ahead of print]

“Effectively managing clinical uncertainty is increasingly recognized as a goal of medical education. Stress from uncertainty has been associated with depression and burnout in trainees and may also impact patient care.” In this article, authors identify strategies to help healthcare professionals thrive in the face of rising clinical certainty.
They grouped tips into three sections:

  1. Tips for self: Understand your gut reaction to uncertainty; diagnose the type of uncertainty; identify cognitive biases; plan for uncertainty using safety-netting and follow up; don’t worry alone by leaning on your colleagues.
  2. Tips to help guide students and trainees: Set the culture through role modeling while embracing the inherent uncertainty of clinical medicine; promote curiosity over certainty; be explicit about the level of uncertainty; formally integrate uncertainty into medical education curricula.
  3. Tips to implement with patients and in healthcare systems: Discuss uncertainty openly with patients; use patients as allies in shared decision-making; advocate for systems infrastructure to support the embracing of uncertainty.

You can find this article here.

* I have no financial interest to disclose (GP).

A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51

Authors: Jane Uygur, Ellen Stuart, Muireann De Paor, Emma Wallace, Seamus Duffy, Marie O’Shea, et al.
Medical Teacher 2019, vol. 41, No. 1, 3-16.

Reflection is considered an essential skill for physicians. In this systematic review, Uygur et al. aim to determine which educational interventions are being used to develop reflection, how is reflection being assessed, and what are the most effective interventions. Twenty-eight studies were included, which had at least two of the following components related to reflection: introduction, trigger, writing, guidelines, small group discussion, tutor, and feedback. The strongest evidence they found was that guidelines for, and feedback on, reflective writing, improve student reflection:

You can find this article here.

* I have no financial interest to disclose (GP).

Twelve tips for teaching quality improvement in the clinical environment.

Authors: Maya Narayanan, Andrew A. White, Thomas H. Gallagher and Somnath Mookherjee
Medical Teacher 2018, vol. 40, No. 10, 1060-1066.

In this article, authors offer twelve tips to help physicians teach basic QI concepts in the clinical environment:

  1. Introduce the domains of health care quality and the centrality of the patient perspective
  2. Present the challenges of changing systems, culture, and behavior
  3. Teach process mapping
  4. Play follow the order
  5. Track patient care outcomes
  6. Identify potential errors in a process by using failure mode effect analysis (FMEA)
  7. Use an error to demonstrate the basics of root cause analysis (RCA)
  8. Teach assessment metrics
  9. Introduce driver diagrams
  10. Creating a SMART aim statement for a QI intervention
  11. Create a bedside checklist to decrease errors
  12. Discuss Plan-Do-Study-Act (PDSA) cycles

You can find this article here.

* I have no financial interest to disclose (GP).

Twelve tips for providing feedback to peers about their teaching

Authors: Lori R. Newman, David H. Roberts, Susan E. Frankl.
Medical Teacher 2018 Nov 26:1-6.

In this article, authors outline strategies to use before, during, and after teaching observations:

  1. Choose your words wisely
  2. Let the host determine the direction of the discussion
  3. Keep feedback confidential and formative
  4. Focus feedback on teaching skills, not the teacher as a person
  5. Get to know your colleague
  6. Check-in: be aware of self and other
  7. Pronouns play a powerful role in providing feedback
  8. Use questions to uncover teaching perspectives
  9. Be aware of common biases
  10. Establish credibility om the peer observation and feedback process
  11. Make teaching observations a win-win
  12. Conclude with an action plan

You can find this article here.

* I have no financial interest to disclose (GP).

Medical Teacher: Best Practice for Assessment

Authors: Ronald M. Harden & Pat Lilley.
Medical Teacher 2018. Vol. 40, issue 11.

This issue of Medical Teacher, features articles on a variety of assessment-related topics, such as: selection and recruitment, a framework for good assessment, key-feature questions for effective assessment of clinical reasoning, progress testing, work-place based assessments, etc.

You can find this article here.

* I have no financial interest to disclose (GP).