Medical teacher
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Describing what simulation centre leaders see as the ideal debriefing for different simulator courses (medical vs. crisis resource management (CRM)-oriented). Describing the practice of debriefing based on interactions between instructors and training participants. ⋯ What simulation centre heads think is important for the role mix of simulation instructors is (at least partly) not reflected in debriefing practice.
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Podcasting is a novel medium used worldwide for information transfer and entertainment, available in both audio-only and enhanced audiovisual formats. ⋯ Audiovisual podcasts show promise as a revision aid that can be incorporated into undergraduate education. Further study will gain insight into the potential roles and outcomes of enhanced podcasting within the medical curriculum.
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Comparative Study
Initiation of a pediatric mock code program at a children's hospital.
Pediatric cardiopulmonary arrests are rare. Mock codes were instituted to bridge the gap between opportunity and reality. ⋯ Pediatric mock codes can improve resident confidence and self-assessment of their resuscitation skills. Data from surveys such as this can be used to design future skill-based educational initiatives.
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Despite a growing demand for skilled teachers and administrators in graduate medical education, clinician-educator tracks for residents are rare and though some institutions offer 'resident-as-teacher' programs to assist residents in developing teaching skills, the need exists to expand training opportunities in this area. ⋯ This article provides a framework by which leaders in medical education can begin to prepare current trainees interested in careers as clinician-educators.
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Patient-centered communication skills, such as an empathic attitude towards patients and a holistic perspective on health, are difficult to acquire. Designing effective courses requires better understanding of the difficulties that students perceive with learning to talk with patients ⋯ Students experienced moral qualms about applying major aspects of patient-centered interviewing. Instruction in communication skills should aim at filling the students' knowledge gaps and fostering their awareness and expression of emotional perceptions. Long-term relationships with patients could help develop patient-centered communication.