Medical teacher
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Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. ⋯ Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.
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Randomized Controlled Trial Comparative Study
Both preparing to teach and teaching positively impact learning outcomes for peer teachers.
We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. ⋯ Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.
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Clinical reasoning is one of the most critical skills to teach to medical learners, yet clinician educators rarely receive adequate training on how to teach this topic. ⋯ Teaching clinical reasoning is important and feasible. Teachers who explicitly teach problem solving and decision making may help learners to improve their diagnostic accuracy and treatment choices.
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How multiple forms of psychological distress coexist in individual medical students has not been formally studied. ⋯ Most medical students experience ≥1 manifestation of distress with many experiencing multiple forms of distress simultaneously. The more forms of distress experienced the greater the risk for suicidal ideation and thoughts of dropping out of medical school.
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Physical exam skills are essential to core competencies for physicians in training. It is increasingly difficult to secure time and funding for physician faculty to teach these critical skills. This study was designed to determine whether Patient Educators (PE) (non-physician instructors) in an introductory clinical medicine (ICM) course (1) were as effective as physician faculty in teaching the physical exam, (2) impacted consistency of student performance on a final practical exam, and (3) whether this model was cost effective. ⋯ In terms of sustainability and student performance, the use of trained lay educators has equivalent outcomes and is less costly for physical exam instruction in the pre-clinical years.