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

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 […]

A Delphi study of medical professionalism in Arabian countries: The Four-Gates model

Authors: Mohamed M. Al-Eraky, Jeroen Donkers, Gohar Wajid, Jeroen J. G. van Merrienboer Medical Teacher 2014. Vol. 36, pages S8-S16. Medical profeesionalism has been described as a set of attributes and behaviors, yet the Western frameworks of medical professionalism may not resonate with the cultural values of non-Western countries. In this study authors aim to […]

Surgical simulation: Current practices and future perspectives for technical skills training

Authors: Flemming Bjerrum, Ann Sofia Skou Thomsen, Leizl Joy Nayahangan, Lars Konge Medical Teacher 2018. Vol. 40, pages 668-75. Simulation-based training (SBT) has become a standard component of modern surgical education, yet successful implementation of evidence-based training programs remains challenging. In this narrative review, authors use Kern’s framework for curriculum development to describe the current […]

Twelve tips for the introduction of emotional intelligence in medical education

Authors: Christine G. Roth, Karen W. Eldin, Vijayalakshmi Padmanabhan, Ellen M. Firedman. Medical Teacher 2018. Vol. 40, pages 633-638. Abstract (as extracted from the paper): Emotional intelligence (EI) is the ability to recognize, understand, and manage emotions in yourself and in others. EI has long been recognized as a critical component for individual and organizational […]

CPD? What happened to CME? CME and beyond.

Authors: Helena Prior Filipe, Karl Golnik, Heather Mack. View this article at: Continuing medical education (CME) has been evolving into continuing professional development (CPD) and more recently into competency-based continuing professional development (CBCPD). Authors describe this progression and the consequent changes in CPD programs developed by educators, appraise emerging challenges in CPD, propose strategies […]

Principles of Assessement and Effective Feedback.

Authors: Jorge Eugenio Valdez-García, Mildred Vanessa López-Cabrera, Elena Ríos Barrientos. View this article at: The highly competitive offer of medical training programs and schools, globalization and constant mobility of physicians and medical students, and the commitment to society to deliver competent physicians, demands the definition of performance standards. This would allow to make their […]

Teaching in the operating room: trends in surgical skills transfer in ophthalmology

Authors: Anastasia Neufeld, Laura L. Hanson, Jeff Pettey. View this article at: Cataract surgery is arguably the most commonly performed operation in ophthalmology. Surgical skills transfer from experienced surgeons to resident surgeons is complicated by the fact that the teaching surgeon primarily acts as an observer rather than directly performing the procedure. Therefore, wet […]

The Fallacy of the Traditional Classroom: Why We Need to Flip the Classroom

Author: Eduardo P. Mayorga. doi: 10.21037/aes.2017.05.07. This perspective describes and justifies the need for looking for alternatives for the traditional lecture classroom such as the “flipped classroom”. The author describes a 4-step process for building the class. Suggestions are made on how to create or curate material for lectures and software for generating interactivity in […]