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#MedEdPearls

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#MedEdPearls Team:



  • Jean Bailey – Central Michigan University College of Medicine

  • Carrie Bowler – Mayo Clinic

  • Diane Brown –  Medical College of Wisconsin

  • Megan Haak – Medical College of Wisconsin Affiliated Hosptitals

  • Larry Hurtubise (HCE2.0 '16) – Nationwide Children's Hospital The Ohio State University

  • Machelle Linsenmeyer  – West Virginia School of Osteopathic Medicine

  • Linda Love – University of Nebraska Medical Center

  • Leah Sheridan – The Ohio University Heritage College of Osteopathic Medicine

  • Mark Terrell – Lake Erie College of Osteopathic Medicine

Using Rapid Prototyping to Establish Virtual Interprofessional Communities of Practice

How are you teaching? The question, and aptly titled teaching initiative, posed by The Michael V. Drake Institute of Teaching and Learning asks us to reflect on what discoveries about remote learning have surfaced and consider artifacts to curate and share with colleagues. What instructional strategies worked? What do you need to be successful in the virtual environment? Furthermore, what are the ways in which we are staying connected with peers and student learners? Quickly establishing communities of practice during the COVID-19 Pandemic is important. This #MedEdPearls highlights a teaching initiative leveraging an iterative rapid prototyping strategy for professional development.

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#MedEdPearls December 2020: Who Am I? The Professional Identity Formation of Physicians Under-represented in Medicine

This #MedEdPearls highlights the importance of and need to understand the Professional Identify Formation (PIF) of physicians considered to be under-represented in medicine (URM) as supported by in the article Whispers and Shadows: A critical review of the professional identity literature with respect to minority physicians by Tasha Wyatt and colleagues. Dr. Wyatt first presented on this topic at the 2019 Generalists in Medical Education conference via an Ignite session which exposed the gap in the current PIF literature and the need to illuminate race and ethnicity as it relates to PIF.

 

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#MedEdPearl November 2020; Coaching in Graduate Medical Education

Mentoring, coaching, and sponsoring are terms sometimes used interchangeably and often performed fluidly without role identification. This blogpost focuses specifically on the role of coaching in medical education.

The business leadership world has inspired medical educators to introduce coaching into the academic arena. Coaching best practices have been developed and disseminated for undergraduate and graduate medical trainees. Coaching has also been described as an important need for faculty in continuing professional development.

 

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October 2020 #MedEdPearls: Embracing the Power of Mentored Peer Review

Peer review of articles submitted to journals is the standard for determining the value of scientific scholarship for publication. As trained faculty and educators, it is part of our professional development and contribution to our scientific community to engage in peer review. However, the experience can be intimidating, isolating, and time consuming, especially when completed by an individual reviewer. Moreover, trainees or junior faculty may eschew peer review opportunities for lack of prior experience or feelings that they do not have the skills or preparation to complete a peer review independently.

 

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Guest — Kulmohan Singh

Cross Platform Mobile App Deve...

A great piece that sheds much needed light on merging technology and its impact on business as there are many new details you post... Read More
Wednesday, 02 December 2020 9:09 AM
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September 2020 MedEdPearls: 10 Habits for Career Success in Health Professions Education

The start of the academic year is the perfect time to re-evaluate and re-scope our career goals. Work on one of the following tasks every month throughout the school year, or use them as a guide to engage with a peer mentoring group to push everyone further, faster.

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Orienting New Faculty During the COVID-19 Pandemic

 

Fall semester is a time for new starts, new students, and new faculty. As we continue to navigate what we do to help our students learn in a virtual environment, how might you apply some of the same approaches to orient new faculty? Consider incorporating some of these ideas:

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July 2020 #MedEdPearls:The HyFlex Option - Designing Course Delivery in a Time of Known Unknowns

In HyFlex courses, students can decide for each and every class meeting, group activity, assignment and assessment whether to sit in the classroom, join via videoconference in real-time, or complete online activities later. The HyFlex model offers institutions and programs the flexibility to deliver educational experiences as safely as possible and enhances their ability to pivot to remote teaching and learning quickly, if needed.  

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June 2020 #MedEdPearls: Out of Our Comfort Zone and Into the Fire: Ideas for Engaging Students Virtually

Martin & Bolliger describe Moore’s three types of interaction in effective online courses: (1) learner-to-learner interaction, (2) learner-to-instructor interaction, and (3) learner-to-content interaction and provide strategies to increase engagement.

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May 2020 #MedEdPearls: Back to Basics with the Plus/Delta During COVID-19

As educators, we must remember to go “back to basics,” in times of uncertainty or when we experience new teaching and learning challenges. Adult learners desire to give and receive feedback about their learning experiences. Educators navigating the transition to online teaching and learning can utilize this in their favor. Although varied methods can be utilized, one simple, efficient, translatable, and free way to do so is to implement the “Plus/Delta Debriefing Model” (Plus/Delta) as part of routine educational quality improvement.

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April 2020 #MedEdPearls: Mastering Adaptive Teaching in the Midst of COVID-19

The current coronavirus outbreak is forcing all educators to rapidly adapt to a new method of teaching - online. While many educators may have mastered their teaching domains in the classroom, virtual teaching will certainly challenge their mastery of adapting to this new learning environment. With the help of faculty development colleagues, we can remain nimble during times of rapid transition. How do we as medical educators stay resilient and step courageously into this unfamiliar territory?

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#MedEdPearl March 2020: Learning style preferences across a spectrum of learners

Have you ever encountered a cohort of learners who are all exactly the same? Likely not.Diversity in learning style preferences is increasing! A learning style preference is a desired or default set of cognitive, psychological, and social characteristics that learners exhibit in educational environments. In education, it is sometimes important to introduce desirable difficulty so learners are challenged to make concepts stick.

However, preceptors must be mindful of the myriad interactions with learners and modify their teaching styles accordingly to the learning style preference encountered (2). To illustrate, try this simple activity: Using a pencil, print your first and last name. Now repeat this same task but switch hands. What did you experience? While using your non-dominant hand, you probably experienced increased anxiety and decreased confidence and automaticity, and the task required increased time, concentration, effort, and attention while the quality of your handwriting decreased. By not attending to learning style preferences, it is akin to forcing learners to write with their non-dominant, non-preferred hand (3).

This pearl is a first of three devoted to the application of learning styles research in medical education.

How do you recognize learning style preference in your learners? Share your thoughts on Twitter at #MedEdPearls!

  1. Grasha A. 1994. A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator. College Teaching, 42(4), 142-149.
  1. Vaughn L., Baker R. 2001. Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Medical Teacher, 23(6), 610-612.
  1. Grasha I. 2010. The dynamics of one-on-one teaching. College Teaching, 50(4) 139-146.

 

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Alice Fornari

In support of learnign prefere...

thank you for the BLOG post i am a firm believer in learning styles as a framework to better understand who your learners are in ... Read More
Tuesday, 24 March 2020 12:12 PM
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#MedEdPearls February 2020: Psychological Safety and Accountability - The Secret Sauce of Health Professions Education

Think of a time when you were a member of an effective team (that was diverse or geographically dispersed. Why was it effective? How did this make you feel as a team member?

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Guest — Arhaan

Medical Education

"Thank you for sharing such great information. It has help me in finding out more detail about medical education"
Monday, 24 February 2020 7:07 AM
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#MedEdPearl January 2020: About Learner Feedback: The Gift No One Likes to Give but Really Should

Let’s be honest about one thing: No one likes giving constructive feedback to learners. Even with the brightest learners, the process can be quite daunting and, at times, repetitive. Yet, we find ourselves seeking support from colleagues and other experts in the field to find fresh ways to deliver effective feedback. This #MedEdPearls highlights the SPIKES protocol as a tool for learner feedback. In 2011, the tool was adapted by Thomas and Arnold to identify parallels between giving feedback and delivering bad news to patients. Additionally, they found the structure of the SPIKES protocol served as a buttress of support for medical professionals newer to the role of instructor. Consider the use of SPIKES the next time you deliver feedback:

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#MedEdPearls December 2019: Is There A Transformational Book for Educators?

This #MedEdPearls highlights the Ignite session that focused on the book “Make It Stick” and was facilitated by Deb Hagen Moe and Carrie Bowler at The Generalists in Medical Education - #TGME19. The session highlighted how the principles in the book have both empowered learners and faculty and led to curricular innovations within Pathology programs at the Mayo Clinic. 

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November #MedEdPearls: Trust Me – I’m a Doctor

Competency based medical education (CBME) is an outcomes-based time-independent concept that is informing curricular innovation across the country and beyond. The roll out of Entrustable Professional Activities (EPAs) has incited discussion about workplace-based assessment in the context of entrustment.

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October #MedEdPearls: Resources to ease MCQ test writing anxiety

School is back in full swing, and it is a good time for refreshing multiple-choice question (MCQ) exams. Download the following one-page guide for 5 basic steps of item writing.

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September #MedEdPearl – Small Group Instructional Diagnosis

Even though it seems classes just started, it is time to prepare for mid-semester evaluations. Unlike evaluations at the end of the semester, mid-semester evaluations are great tools to provide feedback to the instructor in time for adjustments to be made. This semester, consider a SGID—Small Group Instructional Diagnosis. A SGID is a short, 20-minute formative assessment activity that involves having a trained facilitator meet with student focus groups to discuss what’s working, what needs improvement, possible changes to the course, and how students see they are meeting course learning objectives. 

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ACGME 2019 Faculty Development Requirements

The Accreditation Council for Graduate Medical Education (ACGME) updated Common Program Requirements (CPRs) for faculty development in July 2019. Moving forward, all core faculty who educate, supervise, and evaluate trainees will be required to participate in at least four (4) faculty development areas annually: as educators; in quality improvement and patient safety; in fostering their own and their trainees’ well-being; and, in patient care based on their practice-based learning and improvement efforts.

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Peer Observation #MedEdPearls from #IAMSE19

At the 2019 IAMSE conference in Roanoke, Virginia a collaborative group of Central Group on Educational Affairs and Southern Group on Educational Affairs members facilitated an interactive workshop on implementing a Peer Observation of Instruction program. The process proposed is similar to the findings reported by Adriane Bell, Holly Meyer and Lauren Maggio this month in Teaching and Learning in Medicine. They found that most peer observation programs are voluntary and provide formative feedback with the sole purpose of teaching improvement. They also found that most programs use a three-phase process with a pre-observation meeting for goal setting, direct observation of teaching, and a post-observation meeting with feedback. The IAMSE workshop leveraged the Peer Observation of Teaching Handbook by Lori Newman, David Roberts, and Richard Schwartzstein.

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Appreciative Advising: Advising with the Student in Mind

The American Association of Colleges of Osteopathic Medicine annual conference was packed full of thought-provoking sessions, including an interesting discussion on appreciative inquiry (specifically appreciative advising).

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Guest — Subha Ramani

Very illuminating

Thanks for sharing this. I plan to adapt these principles to my feedback work. Subha
Tuesday, 18 June 2019 12:12 PM
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