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Archive of posts filed under the Uncategorized category.

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 […]

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, […]

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 […]

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: Choose a time and place for the consent conversation that emphasizes its value; Emphasize […]

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 […]

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 […]

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 […]

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: Introduce the domains of health care quality and the centrality of the patient perspective Present the challenges […]

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: Choose your words wisely Let the host determine the direction of the discussion Keep feedback confidential and formative Focus feedback on teaching skills, not the teacher […]

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 […]