Skip to content
Archive of posts filed under the Uncategorized category.

Ophthalmic Surgery Teaching

Authors: Timothy V. Roberts, Adam J. H. Plant, Chris Hodge Annals of Eye Science 2019; doi: 10.21037/aes.2019.07.01 Abstract: The outcomes of modern ophthalmic surgery, especially cataract surgery, continue to improve and patients now realistically expect an excellent and speedy outcome with good vision and few complications. Social and regulatory demands for greater transparency and accountability […]

Clinical evaluation exercises and direct observation of surgical skills in Ophthalmology

Authors: Karl C. Golnik Annals of Eye Science 2019; doi: 10.21037/aes.2019.07.03 Ophthalmology residency training programs need authentic methods of assessment to show that trainees have learned and can do what is expected upon graduation. Written and oral examinations are necessary to assess knowledge but other methods are needed to assess skill. Workplace-based assessments (WPBAs) should […]

Teaching Evidence-based Ophthalmology

Authors: Joaquín Fernández, Noemí Burguera Giménez Annals of Eye Science 2019; doi: 10.21037/aes.2019.07.02 Over the last years the amount of biomedical information published has reached an unstoppable progression. One ophthalmologist fully dedicated would only reach a very little proportion of the information published, during his working day. Therefore, the practice of Evidence-Based Ophthalmology (EBO) not […]

Teaching through social media

Authors: Helena Prior Filipe, Heather Gwen Mack Annals of Eye Science 2019; doi: 10.21037/aes.2019.07.02 Timely and widely available, social media (SM) platforms and tools offer new and exciting learning opportunities in medical education. Despite scarce, authors sought for a body of consistent evidence allowing them to substantially approach the concept of SM and how physicians […]

Improving presentation effectiveness

Authors: Eduardo Mayorga Annals of Eye Science 2019; doi: 10.21037/aes.2019.08.06. “Presentations using PowerPoint or similar software are probably the most commonly used format that doctors use for teaching in medical school, during residency, at medical meetings and other continuous medical education (CME) activities. However, their effectiveness has been questioned by many. This article intends to […]

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 […]