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Journal Med Educ

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Commentary: Recognizing patient preparation to improve patient-centred care for diverse populations.

Xuyi Mimi Wang,

Med Educ (Medical education)
[2021, :]

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Altruism as enlightened self-interest: How helping others through peer review helps you.

Kevin W Eva,

Med Educ (Medical education)
[2021, 55(8):880-882]

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Approaching distressing or sensitive topics in medical school.

Jenny Gleisner, Ericka Johnson,

Med Educ (Medical education)
[2021, :]

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Urban ideals and rural realities: physiotherapists navigating paradox in overlapping roles.

Denese Playford,

Med Educ (Medical education)
[2021, :]

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Differential diagnosis checklists reduce diagnostic error differentially: a randomized experiment.

J E Kämmer, S K Schauber, S C Hautz, F Stroben, W E Hautz,

<h4>Introduction</h4>Wrong and missed diagnoses contribute substantially to medical error. Can a prompt to generate alternative diagnoses (prompt) or a differential diagnosis checklist (DDXC) increase diagnostic accuracy? How do these interventions affect the diagnostic process and self-monitoring?<h4>Methods</h4>Advanced medical students (N = 90) were randomly assigned to one of four conditions to ... Read more >>

Med Educ (Medical education)
[2021, :]

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Towards equitable learning environments for medical education: bias and the intersection of social identities.

Naike Bochatay, Nadia M Bajwa, Mindy Ju, Nital P Appelbaum, Sandrijn M van Schaik,

<h4>Context</h4>Medical educators are increasingly paying attention to how bias creates inequities that affect learners across the medical education continuum. Such bias arises from learners' social identities. However, studies examining bias and social identities in medical education tend to focus on one identity at a time, even though multiple identities often ... Read more >>

Med Educ (Medical education)
[2021, :]

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The Potential of Narrative Analysis for HPE Research: Highlighting Five Analytic Lenses.

Abigail Konopasky, Lara Varpio, Renée E Stalmeijer,

<h4>Context</h4>Health professions education (HPE) has increasingly turned to qualitative methodology to address a number of the field's difficult research problems. While several different methodologies have been widely accepted and used in HPE research (e.g., Grounded Theory), others remain largely unknown. In this methodology paper, we discuss the value of narrative ... Read more >>

Med Educ (Medical education)
[2021, :]

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Approaches to interpersonal conflict in simulation debriefings: A qualitative study.

Amanda L Roze des Ordons, Adam Cheng, Jocelyn Lockyer, Ryan D Wilkie, Vincent Grant, Walter Eppich,

<h4>Introduction</h4>Conflict during simulation debriefing can interfere with learning when psychological safety is threatened. Debriefers often feel unprepared to address conflict between learners and the literature does not provide evidence-based guidance within the simulation setting. The purpose of this study was to describe debriefers' approach to mediating interpersonal conflict and explore ... Read more >>

Med Educ (Medical education)
[2021, :]

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Equipping Brokers for Medical Landscapes of Practice.

Nathan Hodson,

Med Educ (Medical education)
[2021, :]

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When I say … privilege.

Jennifer Cleland, Saleem Razack,

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[2021, :]

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Gender bias in resident evaluations: Natural language processing and competency evaluation.

Jane Andrews, David Chartash, Seonaid Hay,

<h4>Background</h4>Research shows that female trainees experience evaluation penalties for gender non-conforming behaviour during medical training. Studies of medical education evaluations and performance scores do reflect a gender bias, though studies are of varying methodology and results have not been consistent.<h4>Objective</h4>We sought to examine the differences in word use, competency themes ... Read more >>

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[2021, :]

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Bidirectional learning opportunities: How GP-supervisors and trainees exchange knowledge.

Lisanne S Welink, Tessa C van Charldorp, Laura Di Colandrea, Marie-Louise L Bartelink, Peter Pype, Roger A M J Damoiseaux, Esther de Groot,

<h4>Introduction</h4>Workplace-based learning conversations can be a good opportunity for supervisors and trainees to learn from each other. When both professionals discuss their specific knowledge openly with each other, learning conversations may be a useful educational tool, for instance for learning how to apply evidence-based medicine (EBM) in the workplace. We ... Read more >>

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[2021, :]

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Entrustable professional activities for early health professionals: What's next?

Paul O'Connor, Sinéad Lydon, Emily O'Dowd, Dara Byrne,

Med Educ (Medical education)
[2021, :]

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Interdependence is one of many factors that influences collaborative health care practice.

Hailah Almoghirah, Hamde Nazar, Jan Illing,

Med Educ (Medical education)
[2021, :]

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Confidence-competence alignment and the role of self-confidence in medical education: A conceptual review.

Michael Gottlieb, Teresa M Chan, Fareen Zaver, Rachel Ellaway,

<h4>Context</h4>There have been significant advances in competency-based medical education (CBME) within health professions education. While most of the efforts have focused on competency, less attention has been paid to the role of confidence as a factor in preparing for practice. This paper seeks to address this deficit by exploring the ... Read more >>

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[2021, :]

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The fatigue paradox: Team perceptions of physician fatigue.

Emily Field, Lorelei Lingard, Richard Cherry, Julie Ann Van Koughnett, Sandra DeLuca, Taryn Taylor,

<h4>Objectives</h4>Ongoing calls to implement fatigue risk management in residency education assume a shared understanding of physician fatigue as a workplace hazard, yet we lack empirical evidence that all health care team members maintain this assumption. Thus, this study seeks to explore how health care team members understand the role of ... Read more >>

Med Educ (Medical education)
[2021, :]

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How can inhabited institutionalism inform the analysis of medical education?

Aleksandra Gulasaryan, Gillian Aitken, Tim Fawns, Derek Jones, Jordan Napier, Kim Walker,

<h4>Context</h4>Medical schools are complex organisations existing at the intersection of higher education and healthcare services. This complexity is compounded by many competing pressures and drivers from professional and regulatory bodies, the wider political environment and public expectations, producing a range of challenges for those involved in all stages of medical ... Read more >>

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[2021, :]

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A multi-pronged, antiracist approach to optimize equity in medical school admissions.

Kathryn Robinett, Raushanah Kareem, Kristin Reavis, Sandra Quezada,

<h4>Background</h4>Increasing the number of physicians who identify as an underrepresented minority (URM) has been a focus for decades. Despite the US Department of Health and Human Services establishing The Council on Graduate Medical Education focussing on the underrepresentation of minorities in medicine in 1990, US medical students in 1998-1999 were15.2% ... Read more >>

Med Educ (Medical education)
[2021, :]

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Competence committees: The steep climb from concept to implementation.

Anita Acai, Nathan Cupido, Aliana Weavers, Karen Saperson, Moyez Ladhani, Sharon Cameron, Ranil R Sonnadara,

<h4>Introduction</h4>Competence committees (CCs) are groups of educators tasked with reviewing resident progress throughout their training, making decisions regarding the achievement of Entrustable Professional Activities and recommendations regarding promotion and remediation. CCs have been mandated as part of competency-based medical education programmes worldwide; however, there has yet to be a thorough ... Read more >>

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[2021, :]

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When I say psychological debriefing.

Andrew Teodorczuk, Brian Kelly, Stuart Carney,

Med Educ (Medical education)
[2021, :]

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Contextual competence and collective responsibility.

Mary C Ott, Rachael Pack,

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[2021, :]

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Early generalist placements are associated with family medicine career choice: A systematic review and meta-analysis.

Ajay Shah, Adi Gasner, Keyna Bracken, Ian Scott, Martina A Kelly, Alessandra Palombo,

<h4>Introduction</h4>Many developed countries have reported shortages of Primary Care (PC) physicians. The lack of a regular primary physician is associated with inferior health outcomes. One strategy to address this shortage is to increase the proportion of medical students selecting a Family Medicine (FM) or PC career. The purpose of this ... Read more >>

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[2021, :]

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Autonomy and developing physicians: Reimagining supervision using self-determination theory.

Adam P Sawatsky, Bridget C O'Brien, Frederic W Hafferty,

In this article, we address the question, 'What is the role of autonomy in physician development?' Medical education is a developmental process, and autonomy plays a motivational role in physician development. Calls for increased supervision of residents have raised concerns that the resulting decreased autonomy might interfere with resident development, ... Read more >>

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[2021, :]

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Funding of health professional education: China's 20-year process and a global comparison.

Hongbin Wu, Wenzhuo Li, A'na Xie, Le Kang, Yang Ke, Weimin Wang,

<h4>Context</h4>Funding is an essential requirement for ensuring the quality of health professional education worldwide. Adequate funding is of immense significance in training health professionals. Due to the difficulty of accessing relevant data, quantitative research of the kind is scarce.<h4>Objectives</h4>This study aims at analysing the trends of funding levels and funding ... Read more >>

Med Educ (Medical education)
[2021, :]

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Medical educators' views and experiences of trigger warnings in teaching sensitive content.

Helen Anne Nolan, Lesley Roberts,

<h4>Background</h4>Trigger warnings-prior notification of topics so recipients may prepare for ensuing distress-are encountered widely in contemporary culture. Students at some universities have expressed expectations for trigger warnings. Medical education routinely exposes students to numerous potentially distressing topics. However, this topic remains understudied in medical education. Little is understood about educators' ... Read more >>

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[2021, :]

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