医学教育つれづれ

医学教育に関する論文のPOINTを書き出した備忘録的なブログです。

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健康管理教育における芸術と知識

Art and knowing in health management educationJohn RaePublished online: 06 Oct 2021Download citation https://doi.org/10.1080/0142159X.2021.1984406 https://www.tandfonline.com/doi/full/10.1080/0142159X.2021.1984406?af=R 今回紹介するのは、ア…

19項目の「臨床実習における患者フィードバック」(PFCP)質問票

Let’s ask the patient – composition and validation of a questionnaire for patients’ feedback to medical students Karin Björklund, Terese Stenfors, Gunnar H. Nilsson, Hassan Alinaghizadeh & Charlotte Leanderson BMC Medical Education volume …

教育理論の実践 第4巻、パート3:ジョプリンの5段階の体験学習モデル

EDUCATION THEORY MADE PRACTICAL – VOLUME 4, PART 3: JOPLIN’S FIVE-STAGE MODEL OF EXPERIENTIAL LEARNING icenetblog.royalcollege.ca ローラジョプリン博士の理論は、すべての学習は経験的であることを示唆しています。ジョプリンの理論によれば、人は…

医学生が中断した実習先で臨床技能学習を強化するための12のヒント

Twelve tips for medical students to enhance clinical skills learning during disrupted placementsJai PrasharORCID Icon, Chavini RanasingheORCID Icon & Chirag Bussa RaoORCID IconPublished online: 15 Apr 2021Download citation https://doi.org/…

医学教育におけるマインドフルな教育・学習のための12のヒント

Twelve tips for mindful teaching and learning in medical educationElizabeth RyznarORCID Icon & Rachel B. LevineORCID IconPublished online: 01 Apr 2021Download citation https://doi.org/10.1080/0142159X.2021.1901869 https://www.tandfonline.c…

リフレクション、デブリーフィングとフィードバックの会話のためのガイド

Getting good help: a guide for reflection, debriefing and feedback conversations about in-consultation supervisionNancy Sturman ORCID Icon, Liz Fitzmaurice , Gerard Ingham ORCID Icon, Cathy Lee & Michelle SheldrakeReceived 27 Sep 2020, Acc…

医学生は不穏な道徳的ジレンマに直面している

‘I found myself a despicable being!’: Medical students face disturbing moral dilemmasDiego Lima Ribeiro Marcos Costa Esther Helmich Debbie Jaarsma … See all authors First published: 01 January 2021 https://doi.org/10.1111/medu.14447 https:…

コンセプトマッピングは医学生の省察の質をサポートできるか?

Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method studyJudith M. Sieben ORCID Icon, Sylvia Heeneman ORCID Icon, Mascha M. Verheggen & Erik W. Driessen ORCID IconPublished online: …

それは虐待ですか? 生産的な教師と学習者の交流のための実践

Is It Mistreatment? Practices for Productive Teacher–Learner Interactions Acad Med. 2020;95:1957.First published online August 25, 2020doi: 10.1097/ACM.0000000000003709 https://journals.lww.com/academicmedicine/Fulltext/2020/12000/Is_It_Mi…

医学教育でリフレクションを教えるための12のヒント

Twelve tips for teaching reflection at all levels of medical educationLouise AronsonPages 200-205 | Published online: 27 Sep 2010Download citation https://doi.org/10.3109/0142159X.2010.507714 https://www.tandfonline.com/doi/full/10.3109/01…

効果的なシミュレーション・デブリーフィングのための12のヒント

Twelve tips for effective simulation debriefing: A research-based approachSarah Ross Published online: 14 Oct 2020Download citation https://doi.org/10.1080/0142159X.2020.1831689 https://www.tandfonline.com/doi/full/10.1080/0142159X.2020.18…

臨床ディブリーフィングプログラムを促進し、実施するための12のヒント

Twelve tips for facilitating and implementing clinical debriefing programmesAndrew Coggins ORCID Icon, Ramez Zaklama , Rebecca A. Szabo ORCID Icon, Cristina Diaz-Navarro ORCID Icon, Ross J. Scalese , Kristian Krogh ORCID Icon & show allPub…

IsからCan Beへ:学習者の矛盾を認識し、探求し、支援するためのツールとしての言語

From Is to Can Be: Language as a tool for recognising, exploring and supporting learner disjunction Abigail KonopaskyFirst published: 07 September 2020https://doi.org/10.1111/medu.14371 https://onlinelibrary.wiley.com/doi/full/10.1111/medu…

LEGOを使って医学生に効果的なコミュニケーションの練習をさせよう

Not Your Typical Simulation Workshop: Using LEGOs to Train Medical Students on the Practice of Effective CommunicationMonitoring Editor: Alexander Muacevic and John R AdlerDimitrios Papanagnou,corresponding author1 Hyunjoo Lee,1 Carlos Rod…

医学教育における創造的芸術の活用への哲学的アプローチ

A Philosophical Approach to Using Creative Arts in Medical Education Kumagai, Arno K., MDAuthor InformationAcademic Medicine: August 2012 - Volume 87 - Issue 8 - p 1138-1144doi: 10.1097/ACM.0b013e31825d0fd7 journals.lww.com 医学教育者は、…

医学教育におけるリフレクションの活用 AMEE Guide No. 44

The use of reflection in medical education: AMEE Guide No. 44John SandarsPages 685-695 | Published online: 09 Sep 2009Download citation https://doi.org/10.1080/01421590903050374 https://www.tandfonline.com/doi/full/10.1080/01421590903050374…

メンティー主導型のアプローチでメンタリングを成功させるための12のヒント

Mentoring up: Twelve tips for successfully employing a mentee-driven approach to mentoring relationshipsSolmaz P. Manuel ORCID Icon & Sophia P. Poorsattar ORCID IconPublished online: 27 Jul 2020Download citation https://doi.org/10.1080/014…

学生のポートフォリオ:単なるチェックではない

Student portfolios: not just a tick‐box exerciseYasmine Cherfi Krisztina SzántóFirst published: 02 December 2018https://doi.org/10.1111/tct.12974 https://onlinelibrary.wiley.com/doi/full/10.1111/tct.12974?af=R リフレクションは、臨床医の診…

FEEDBK:フィードバックを提供するための新しいアプローチ

FEEDBK: a novel approach for providing feedbackCatriona Hall Emilia Peleva Rohan H Vithlani Savan Shah Maria Bashyam Mayurun Ramadas Jo Horsburgh Amir H SamFirst published: 10 May 2019https://doi.org/10.1111/tct.13026 https://onlinelibrary…

成人学習理論:医療専門家教育者のためのクイックガイド

Adult Learning Theories in Context: A Quick Guide for Healthcare Professional EducatorsBanan Abdulrzaq Mukhalalati, Andrea TaylorFirst Published April 10, 2019 Review Article https://doi.org/10.1177/2382120519840332 https://journals.sagepu…

地域での医学教育における感情領域の指導

Teaching the affective domain in community-based medical education: A scoping reviewCelso P. Pagatpatan Jr., Joshua Alexander T. Valdezco & Jeff Daniel C. LauronPublished online: 19 Jan 2020 https://www.tandfonline.com/doi/full/10.1080/014…

内科医の教育中に効果的なフィードバックの条件を特定する

Necessary but not sufficient: identifying conditions for effective feedback during internal medicine residents’ clinical education Kimberley MacNeil, Cary Cuncic, Stéphane Voyer, Deborah Butler & Rose Hatala Advances in Health Sciences Edu…

ScribeMD:学部教育におけるペンパルプログラムの混合法分析

ScribeMD: Mixed-methods analysis of a pen pal program in undergraduate medical educationG. Kneese, S. Barrera, J. Castillo, M. Garcia, A. Ryden, A. White, show allPublished online: 21 Nov 2019Download citation https://doi.org/10.1080/01421…

ScribeMD:学部教育におけるペンパルプログラムの混合法分析

ScribeMD: Mixed-methods analysis of a pen pal program in undergraduate medical educationG. Kneese, S. Barrera, J. Castillo, M. Garcia, A. Ryden, A. White, show allPublished online: 21 Nov 2019Download citation https://doi.org/10.1080/01421…

社会文化的レンズによる有意義なフィードバック

Meaningful feedback through a sociocultural lensSubha RamaniORCID Icon, Karen D. KöningsORCID Icon, Shiphra Ginsburg & Cees P. M. van der VleutenORCID IconPublished online: 24 Sep 2019Download citation https://doi.org/10.1080/0142159X.2019…

長期的な教員養成プログラム:教育文化の支援

A longitudinal faculty development program: supporting a culture of teaching Annette Burgess, Elie Matar, Brendon Neuen & Greg J. Fox BMC Medical Education volume 19, Article number: 400 (2019) bmcmededuc.biomedcentral.com 背景 教員育成の…

アカデミックコーチング:医学生の視点から

Academic coaching: Insights from the medical student’s perspectiveMargaret Wolff, Helen Morgan, Jasmyne Jackson, Eric Skye, Maya Hammoud & Paula T. RossPublished online: 19 Oct 2019Download citation https://doi.org/10.1080/0142159X.2019.16…

教育的介入としてのreflecting teamの評価

Evaluation of the reflecting team as an educational interventionRupal ShahReceived 07 Aug 2019, Accepted 21 Sep 2019, Published online: 30 Sep 2019Download citation https://doi.org/10.1080/14739879.2019.1672105 https://www.tandfonline.com/…

病棟でのフィードバック:同僚間のワークショップ

Soliciting feedback on the wards: a peer‐to‐peer workshop Bernice N Yau Alissa S Chen Allison R Ownby Peggy Hsieh Christine D FordFirst published: 26 August 2019 https://doi.org/10.1111/tct.13069 https://onlinelibrary.wiley.com/doi/full/10…

職業上のアイデンティティとインポスター症候群

Professional identity and imposter syndrome Samuel Rhys GallagherFirst published: 08 August 2019https://doi.org/10.1111/tct.13042 https://onlinelibrary.wiley.com/doi/full/10.1111/tct.13042 4つの研究から、職業上のアイデンティティを改善し、…