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Archive of posts filed under the Uncategorized category.

The good student is more than a listener – The 12+1 roles of the medical student

Authors: D. E. Karakitsiou, A. Markou, P. Kyriakou, M. Pieri, M. Abuaita, E. Bourousis, T. Hido, A. Tsatsaragkou, A. Boukali, C. de Burbure and I. D. K. Dimoliatis Med Teach 2012; 34:e1-e8 Authors designed 12+1 roles of the good medical student to complement Harden’s 12 roles of the teacher and grouped them into six areas: [...]

Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine.

Authors: Ronald M. Harden, Jennifer M. Laidlaw Elsevier, 2012 In this very practical book, authors cover the basis, fundamentals and how to put in practice several aspects of teaching and learning in Medicine. Sections “The Roles and Competencies of a Good Teacher”, “Learning Outcomes and Outcome-Based Education”, “Organising the Learning Programme”, “Facilitating Learning”, “Assessing the [...]

Twelve tips for successfully implementing logbooks in clinical training

Authors: Katrin Schüttpelz-Brauns, Elisabeth Narciss, Claudia Schneyinck, Klaus Böhme, Peter Brüstle, Ulrike Mau-Holzmann, Maria Lammerding-Koeppel & Udo Obertacke Medical Teacher, 38:6, 564-569, DOI: 10.3109/0142159X.2015.1132830 Logbooks are widely used to set learning outcomes and to structure and standardize teaching in clinical settings. However, logbooks are not always optimally employed in clinical training. In this article, authors have [...]

Cognitive Task Analysis: Bringing Olympic Athlete Style Training to Surgical Education

Authors: Laura R. Wingfield, Myutan Kulendran, Andre Chow, Jean Nehme, and Sanjay Purkayastha. Surg Innov 2015; 22(4):406-17 In this systematic review, authors aim to identify how cognitive task analysis (CTA) improves a surgeon’s performance as measured by technical and nontechnical skills (including precision, accuracy, and operative errors) and evidence of improved surgical outcomes. Most of [...]

Increasing Scholarly Activity Productivity During Residency: A Systematic Review

Authors: Michelle D. Stevenson, Elizabeth M. Smigielsky, Monique M. Naifeh, Erika L. Abramson, Christopher Todd, and Su-Ting T. Li. Acad Med 2016 Apr 5 [Epub ahead of print] Authors recommend several interventions that help increasing resident scholarly activity productivity: Mandating participation of residents in scholarly activity Protected time Research training A research curriculum A research [...]

Improving the Transition to Ophthalmology Residency: A Survey of First-Year Ophthalmology Residents

Authors: Akshay S. Thomas, Travis Redd, Thomas Hwang. Authors in this study list recommendations to ease the transition between internship to Ophthalmology Residency. These are: time spent preparing for ophthalmology residency during internship is crucial to easing this transition; a transitional internship year affords more opportunity to prepare for ophthalmology residency than preliminary medicine or [...]

Update on Simulation-Based Training and Assessment in Ophthalmology

Authors: Anna S. S. Thompson, Yousif Subhi, Jens Folke Külgaard, Morten la Cour, Lars Konge. The authors conducted a systematic review of trials involving simulation-based training or assessment of ophthalmic surgical skills among health professionals that included 118 trials. They found that the most common surgery simulated was cataract surgery, with 27 training models comprising [...]

A systematic review of best practices in teaching ophthalmology to medical students.

Authors: Tony Succar, John Grigg, Hilary A. Beaver, Andrew G. Lee Survey of Ophthalmology 2016; 61:83-94. Authors review the current state of the literature on ophthalmic medical student education, listing barriers to potential best practices for undergraduate ophthalmology teaching and learning within medical curricula. They describe recent advances and pedagogical approaches in ophthalmic education and [...]

One-Year Progress in Ophthalmic Education: Annual Review

Authors: Authors: Eduardo Mayorga, Karl Golnik, Gabriela Palis. Asia-Pacific J Ophthalmol 2015; 4(6):388-98 The aim of this study was to update the practicing ophthalmologist on the 2014 English language literature about medical education. You can read this article by clicking here. * I have no financial interest to disclose (GP).

A systematic review of the effects of resident duty hour restrictions in surgery: impact on resident wellness, training, and patient outcomes

Authors: Najma Ahmed, Katharine S. Devitt, Jonathan Spicer, Kevin Imrie, Liane Feldman, Jonathan Cools-Lartigue, et al. Ann Surg 2014; 259(6): 1041-53. In this systematic review of 135 articles, authors found no overall improvement in patient outcomes as a result of resident duty hours restriction to 80 hours (mandated by the Accreditation Council for Graduate Medical [...]