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The Reliability, Validity, and Feasibility of Multisource Feedback Physician Assessment: A Systematic Review

Authors: Tyrone Donnon, Ahmed Al Ansari, Samah Al Alawi, and Claudio Violato.

In this systematic review the authors analyze 43 articles to investigate the reliability, generlizability, validity, and feasibility of 360-degree evaluations for the assessment of physicians.

They found out that this kind of assessment is an effective method for providing feedback to physicians about their clinical and nonclinical (professionalism, interpersonal skills, management) performance.

They conclude that the use of multisource feedback by peers, coworkers, and patients to assess physicians has high reliability, validity, and feasibility.

You can download this article clicking here.

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

Twelve tips for addressing medical student and resident physician lapses in professionalism

Authors: Steven Rougas, Bethany Gentilesco, Emily Green, Libertad Flore
Medical Teacher 2016; 37(10):901-7

This article reviews the literature related to addressing unprofessional behavior among trainees in medicine and provides a framework to provide practical guidance and empowerment for educators responsible for addressing medical student and resident physician lapses in professionalism.

You can download this article clicking here.

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

What do I do? Developing a competency inventory for postgraduate (residency) program directors.

Authors: Susan J. Lieff, Ari Zaretsky, Glen Bandiera, Kevin Imrie, Salvatore Spadafora, Susan Glover Takahashi
Medical Teacher 2016; 38(10):1011-6

In this articles the authors publish a Postgraduate Program Director Competency Inventory in order to frame the performance of program directors for a multisource feedback program and improve effective leadership of postgraduate programs. They included five domains of leadership competence: communication and relationship management, leadership, professionalism and self-management, environmental engagement, and management skills and knowledge.

You can download this article clicking here.

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

Twelve tips for postgraduate or undergraduate medics building a basic microsurgery simulation training course

Authors: Katrina A. Mason, Evgenia Theodorakopoulou, Georgios Pafitanis, Ali M. Ghanem, Simon R. Mayers
Medical Teacher 2016; 38(9):872-8

In this article authors provide a series of practical recommendations for setting up and run a basic ex-vivo microsurgery simulation training course:

  1. Attend other basic micro-surgery courses to gain experience from a student’s perspective
  2. Choose an appropriate course structure and length
  3. Choose an appropriate microsurgical simulation model
  4. Be realistic regarding course costs and course fees
  5. Consider audio-visual facilities and recording to enhance learning
  6. Tutors should have sufficient experience, and ideally be experts in the field, with a tutor:student ratio of 1:4
  7. Establish a partnership with a University or Hospital
  8. Assess student progression using objective global rating scales
  9. Engage senior micro-surgeons to teach on the course
  10. Seek Continuing Professional Development accreditation
  11. Use social media and surgical societies to promote and market your course
  12. Collect student and tutor feedback to ensure quality assurance for your course.

You can download this article clicking here.

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

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:

  1. Information receiver, in lectures and clinical context;
  2. Role model in learning and in class;
  3. Teaching facilitator and teacher’s mentor;
  4. Teacher’s assessor and curriculum evaluator
  5. Active participator and keeping up with curriculum
  6. Resource consumer and co-creator and medical literature researcher.

Although described for medical students, many of these principles can be applied by students at any level.

You can download this article clicking here.

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

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 Progress of the Learner” and “Today’s Teacher and Tomorrow’s Doctor” cover a myriad of useful topics, with definitions, rationale, and practical examples.

Each chapter ends with a “Reflect and React” section, and further suggested readings.

A real gem for medical teachers and learners!

You can buy this book directly from the publisher. A second edition will be released soon.

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

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 summarized their own experiences as well as results of studies into twelve tips on how to successfully implement logbooks into clinical settings.
Tips include the process of developing the logbook itself, the change-management process, conditions of training and the integration of logbooks into the curriculum.

You can download this article by clicking here.

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

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 the 13 reviewed articles showed that CTA improved surgical outcome parameters, including time, precision, accuracy, and error reduction in simulated and real-world environments. The authors conclude that CTA is an effective surgical training tool and suggest introducing CTA into surgical curricula.

You can download this article by clicking here.

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

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 director
  • A specialized research track
  • Mentorship

You can download this article by clicking here.

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

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:

  1. time spent preparing for ophthalmology residency during internship is crucial to easing this transition;
  2. a transitional internship year affords more opportunity to prepare for ophthalmology residency than preliminary medicine or surgery;
  3. orientations which provide more hands-on experience, relationship-building, and familiarity with logistics reduce stress among new residents, whereas longer orientations and didactic teaching do not;
  4. longer buddy-call systems produce significantly lower stress; and
  5. the majority of respondents would prefer starting residency with a comprehensive ophthalmology rotation.

You may read this article by clicking here.

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