scholarly journals Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor

2013 ◽  
Vol 4 (1) ◽  
pp. e49-e58 ◽  
Author(s):  
Teresa Paslawski ◽  
Ramona Kearney ◽  
Jonathan White
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Training ◽  
Teacher Satisfaction ◽  
Problem Based Learning ◽  
Faculty Members ◽  
Small Group Learning ◽  
Structured Interviews ◽  
Recruitment And Retention ◽  
Medical Education Program

Introduction: Problem-based learning (PBL) is resource-intensive, particularly as it relates to tutors for small group learning. This study explores the factors that contributed to tutor participation in PBL in a medical training program, examining tutor recruitment and retention within the larger scope of teacher satisfaction and motivation in higher education. Method: From 2007 to 2010, following the introduction of new PBL-based curriculum in undergraduate medical education, all faculty members serving as tutors were invited to attend an interview as part of this study. Semi-structured interviews approximately one hour in length were conducted with 14 individuals- 11 who had tutored in PBL within the Faculty of Medicine and Dentistry and 3 faculty members who had chosen not to participate in PBL. Thematic analysis was employed as the framework for analysis of the data. Results: Seven factors were identified as affecting recruitment and retention of tutors in the undergraduate medical education program. Discussion: We suggest that identification and strengthening of the factors that promote tutor recruitment and retention may serve to strengthen PBL initiatives and, furthermore, may increase our understanding of motivation by academics in other aspects of medical education.

scholarly journals Formal Versus Informal Judgments: Faculty Experiences With Entrustment in Graduate Medical Education

2018 ◽  
Vol 10 (5) ◽  
pp. 537-542 ◽  
Author(s):  
Karsten A. van Loon ◽  
Pim W. Teunissen ◽  
Erik W. Driessen ◽  
Fedde Scheele
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Program Directors ◽  
Faculty Members ◽  
Extensive Experience ◽  
Faculty Experiences ◽  
Graduate Medical ◽  
Medical Education Program ◽  
Technical Competencies ◽  
Competency Based

ABSTRACT Background  Entrustment of residents has been formalized in many competency-based graduate medical education programs, but its relationship with informal decisions to entrust residents with clinical tasks is unclear. In addition, the effects of formal entrustment on training practice are still unknown. Objective  Our objective was to learn from faculty members in training programs with extensive experience in formal entrustment how formal entrustment relates to informal entrustment decisions. Methods  A questionnaire was e-mailed to all Dutch obstetrics and gynecology program directors to gather information on how faculty entrusts residents with clinical independence. We also interviewed faculty members to explore the relationship between formal entrustment and informal entrustment. Interviews were analyzed with conventional content analysis. Results  Of 92 programs, 54 program directors completed the questionnaire (59% response rate). Results showed that formal entrustment was seen as valuable for generating formative feedback and giving insight into residents' progress in technical competencies. Interviewed faculty members (n = 12) used both formal and informal entrustment to determine the level of resident independence. Faculty reported they tended to favor informal entrustment because it can be reconsidered. In contrast, formal entrustment was reported to feel like a fixed state. Conclusions  In a graduate medical education program where formal entrustment has been used for more than a decade, faculty used a combination of formal and informal entrustment. Informal entrustment is key in deciding if a resident can work independently. Faculty members reported being unsure how to optimally use formal entrustment in practice next to their informal decisions.

Problem-based learning in undergraduate medical education in Saudi Arabia: Time has come to reflect on the experience

2015 ◽  
Vol 37 (sup1) ◽  
pp. S61-S66 ◽  
Author(s):  
Ali Ibrahim AlHaqwi ◽  
Tariq Awad Mohamed ◽  
Abdulaziz F. Al Kabba ◽  
Sultan S. Alotaibi ◽  
Ali M. Al Shehri ◽  
...  
Keyword(s):  
Medical Education ◽  
Saudi Arabia ◽  
Undergraduate Medical Education ◽  
Problem Based Learning

scholarly journals Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education

2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Peggy Jubien
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Continuing Medical Education ◽  
Problem Based Learning ◽  
Professional Associations ◽  
The Future ◽  
History Of ◽  
Special Circumstances ◽  
Approach Problem

This article provides an overview of problem-based learning (PBL) in Canadian undergraduate medical education and continuing medical education (CME) programs. The CME field in Canada is described, and the major professional associations that require physicians to take annual courses and programs are noted. A brief history of PBL in undergraduate medical education is presented, along with definitions of PBL and a discussion of the strengths and weaknesses of the approach. Problem-based learning in CME has been adapted, in some cases, to suit its special circumstances; this is demonstrated by examples of how the CME departments of three universities have implemented PBL. Finally, the future of research in this field is reviewed.

scholarly journals Review of Undergraduate Medical Education Program on the Basis of the National Core Curriculum: Akdeniz University Faculty of Medicine Experience

2015 ◽  
Vol 1 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Erol Gürpınar ◽  
Hasan Şenol Coşkun ◽  
Yeşim Şenol ◽  
Cem Boneval ◽  
Mustafa Kemal Alimoğlu ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Education Program ◽  
Core Curriculum ◽  
University Faculty ◽  
Medical Education Program

scholarly journals Prevalence and Etiology of Burnout in a Community-Based Graduate Medical Education System: A Mixed-Methods Study

2019 ◽  
Vol 51 (9) ◽  
pp. 766-771 ◽  
Author(s):  
Samuel Ofei-Dodoo ◽  
Paul Callaway ◽  
Kendra Engels
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Training ◽  
Maslach Burnout Inventory ◽  
Faculty Members ◽  
Published Data ◽  
Health Care Environment ◽  
Difficult Patient ◽  
Graduate Medical ◽  
Core Faculty

Background and Objectives: Burnout rates among American physicians and trainees are high. The objectives of this study were: (1) to compare burnout rates among residents and faculty members of the graduate medical education (GME) programs sponsored by the University of Kansas School of Medicine-Wichita (KUSM-W) to previously published data, and (2) to evaluate the physicians’ feedback on perceived causes and activities to promote wellness. Methods: Between April and May 2017, we surveyed 439 residents and core faculty members from 13 residency programs sponsored by the KUSM-W. The survey included the Abbreviated Maslach Burnout Inventory, two open-ended questions, and demographic questions. The authors used Kruskal-Wallis and Fisher exact tests to analyze the quantitative data, and an immersion-crystallization approach to analyze the open-ended data. Results: Forty-three percent of all respondents met the criteria for burnout, and the overall response rate was 50%. When compared with core faculty members, rates of burnout among residents were higher (51% vs 31%, P<.05). The immersion-crystallization approach revealed five interconnected themes as possible causes of burnout among physicians: work-life imbalance, system issues, poor morale, difficult patient populations, and unrealistic expectations. Promotion of healthy and mindfulness activities; enhanced program leadership; and administration, program, and system modification were identified as activities/resources that can promote wellness among physicians. Conclusions: The findings show that burnout is prevalent among physicians within GME. Wellness and burnout prevention should be addressed at the beginning of medical training and longitudinally. Potential intervention should include activities that allow physicians to thrive in the health care environment.

scholarly journals Assessment of Students’ Perception of the Nutrition Curriculum in a Canadian Undergraduate Medical Education Program

2018 ◽  
Vol 2 (3) ◽  
pp. 141-147 ◽  
Author(s):  
Stacy Hanninen ◽  
Mohsin Rashid
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Nutrition Education ◽  
Undergraduate Medical Education ◽  
Education Program ◽  
Limited Information ◽  
Nutrition Curriculum ◽  
Medical Education Program ◽  
Nutrition Training

AbstractBackgroundNutrition plays an important role in diseases, and physicians need to be proficient in providing nutrition counselling to patients. There is limited information regarding nutrition education in Canadian medical schools.ObjectiveThe objective of this study was to investigate students’ perspectives about nutrition training provided in the undergraduate medical education program at Dalhousie University.MethodsAll medical students in their second, third, and fourth years of training at Dalhousie University were surveyed online with a 23-item questionnaire that included 10 nutrition competencies.ResultsOf 342 students, 89 (26%) completed the survey. Using a five-point Likert scale, ranging from one, indicating ‘very dissatisfied/strongly disagree’ to five, indicating ‘very satisfied/strongly agree,’ the mean overall satisfaction with nutrition curriculum was 2.9 ± 0.81. Perceived competency in nutrition assessment had the highest mean satisfaction rating (3.98 ± 0.89). There was more variance on perceived competency, with other aspects of training including basic nutrition principles (3.51 ± 0.92), disease prevention (3.14 ± 1.12), disease management (3.48 ± 1.00), role of dietitians (2.97 ± 1.05), credible nutrition sources (3.14 ± 1.09), dietary assessment (2.82 ± 1.11), lifecycle nutrition (2.67 ± 1.09), food security (2.4 ± 0.95) and malnutrition (2.74 ± 0.93). Med-4 students agreed significantly more than Med-2 students regarding confidence about their understanding of the role of dietitians. Students recommended a longitudinal nutrition program, inclusion of dietitians as educators, and provision of evidence-based resources in the curriculum. The majority (79%) agreed that more nutrition instruction is needed. Satisfaction with nutrition education has not improved since 2010, despite curricular changes.ConclusionsMedical students’ satisfaction with nutrition education remains problematic. They want more nutrition training. Ongoing assessment and student feedback is important to make changes and improvements in the nutrition curriculum.

Enhancing Evaluation in an Undergraduate Medical Education Program

2008 ◽  
Vol 83 (8) ◽  
pp. 787-793 ◽  
Author(s):  
Kathryn A. Gibson ◽  
Patrick Boyle ◽  
Deborah A. Black ◽  
Margaret Cunningham ◽  
Michael C. Grimm ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Education Program ◽  
Medical Education Program
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