Teaching

321.

Doctor-patient communications: using concept cards to instruct.

Less teaching time is available for many faculty, so innovation is needed if educators are to properly serve doctors in training and their patients. In this context, an offer of 1 hour to teach doctor-patient communications generated a simple yet ...
Scott S Meit (Fam Med, 200211-12)
doctor-patient-communications-concept-cards-instruct.asp

322.

The seven principles of good practice: applications for online education in nursing.

Traditional education has been studied over time for the purpose of documenting what constitutes good practice in teaching. Online education in nursing is still relatively new and has not endured the same scrutiny as classroom education. The authors ...
Jane Koeckeritz, Judy Malkiewicz, Ann Henderson (Nurse Educ, 200211-12)
seven-principles-good-practice-applications-online-education-nursing.asp

323.

Integration of genetics into clinical teaching in medical school education.

Medical genetics has moved from the study of rare conditions to the illumination of disorders that impact the entire spectrum of medical practice. While there have been a number of predictions and concerns about this impact, this article examines three ...
Bruce R Korf (Genet Med, 200211-12)
integration-genetics-clinical-teaching-medical-school-education.asp

324.

Use of dyadic role-playing to increase student participation.

Dyadic role-playing is a way to combine role-playing and dyad work in class to increase student participation. The instructor can use warm-up exercises to help students reduce their stress, and to recognize the value of role-playing in their journeys ...
Glenda Christiaens, Joan H Baldwin (Nurse Educ, 200211-12)
dyadic-role-playing-increase-student-participation.asp

325.

How do U.S. and Canadian dental schools teach interpersonal communication skills?

The status of instruction in interpersonal communication was surveyed in forty U.S and Canadian dental schools. Key faculty members were identified, and syllabi and course descriptions were collected and content-analyzed. The following findings were ...
Toshiko Yoshida, Peter Milgrom, Susan Coldwell (J Dent Educ, 200211)
u-s-canadian-dental-schools-teach-interpersonal-communication-skills.asp

326.

So you row, do you? You dont look like a rower. An account of medical students experience of sexism.

INTRODUCTION: Medicine has traditionally been considered a masculine pursuit and its undergraduate curriculum criticised as being inherently sexist. Overt sexism, though diminished, still occurs and students report offensive sexual remarks, unwanted ...
Sandra Nicholson (Med Educ, 200211)
row-you-don-t-look-like-rower-account-medical-students-experience.asp

327.

Quality and education.

Juxtaposing quality with education in emergency medicine (EM) generates two distinct issues: 1) the quality of education in EM, and 2) educating about quality in EM. There is considerable overlap between the two, and neither should be considered without ...
Pat Croskerry, Carey Chisholm, John Vinen, Debra Perina (Acad Emerg Med, 200211)
quality-education.asp

328.

Evaluation of the educational effectiveness of a virtual reality intravenous insertion simulator.

OBJECTIVE: To evaluate construct and content validity as well as learners perceptions of CathSim, a virtual reality intravenous (IV) insertion simulator. METHODS: A prospective cohort study design was employed to determine construct validity, and a ...
Martin A Reznek, Chantal L Rawn, Thomas M Krummel (Acad Emerg Med, 200211)
evaluation-educational-effectiveness-virtual-reality-intravenous.asp

329.

Protected clinical teaching time and a bedside clinical evaluation instrument in an emergency medicine training program.

In a process that has evolved over the last four years, the Emory University Emergency Medicine Education Committee has developed an "academic attending" teaching shift incorporating a formatted lecture series with a clinical evaluation exercise (CEE). ...
Philip Shayne, Katherine Heilpern, Douglas Ander, Victoria Palmer-Smith, (Acad Emerg Med, 200211)
protected-clinical-teaching-time-bedside-clinical-evaluation.asp

330.

An approach to fulfilling the systems-based practice competency requirement.

The Accreditation Council for Graduate Medical Education (ACGME)-identified core competency of systems-based practice requires the demonstration of an awareness of the larger context and system of health care, and the ability to call on system resources ...
David Doezema, Steve McLaughlin, David P Sklar (Acad Emerg Med, 200211)
approach-fulfilling-systems-based-practice-competency-requirement.asp