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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アドミッションズ・オフィス 医学生のためのエンゲージメントとリーダーシップの機会

Office of Admissions: Engagement and Leadership Opportunities for Medical StudentsNakae, Sunny PhD, MSW1; Parrish, Walter P. MSEd2; Sánchez, John Paul MD, MPH3Author InformationAcademic Medicine: February 2022 - Volume 97 - Issue 3 - p 471…

医学教育プログラムで一般的に使用されている教育ピラミットのガイド

A Guide to Educational Pyramids Commonly Used in Medical Education ProgramsDzara, Kristina PhD, MMSc1; Gooding, Holly MD, MSc2Author InformationAcademic Medicine: February 2022 - Volume 97 - Issue 2 - p 313doi: 10.1097/ACM.0000000000003816…

定量的医学教育研究提案書の執筆を導く23の質問

23 Questions to Guide the Writing of a Quantitative Medical Education Research ProposalFischer, Krisztina MD, PhD, MMSc1; Kesselheim, Jennifer C. MD, MEd2Author InformationAcademic Medicine: January 2022 - Volume 97 - Issue 1 - p 164doi: 1…

医学教育の連続性を超えたコーチングの例

Archetypes of Coaching Across the Medical Education ContinuumLove, Linda M. EdD1; Simonsen, Kari A. MD, MBA2; Bowler, Carrie EdD, MLS3; Dallaghan, Gary L. Beck PhD4Author InformationAcademic Medicine: December 2021 - Volume 96 - Issue 12 -…

医学教育における学習者のコーチング

Coaching a Learner in Medical EducationDeiorio, Nicole M. MD1; Foster, Kenneth W. EdD2; Santen, Sally A. MD, PhD3Author InformationAcademic Medicine: December 2021 - Volume 96 - Issue 12 - p 1758doi: 10.1097/ACM.0000000000004168 journals.l…

医学教育研究におけるコンセンサス・グループ手法。Nominal Group Technique (NGT)

Consensus Group Methodology in Health Professions Education Research: The Nominal Group Technique Christopher Tran, MD, MMEd, lecturer, Department of Medicine, Timothy J. Wood, PhD, professor, Department of Innovation in Medical Education,…

ファカルティ・ディベロップメント・プログラムの評価の改善

Improving the Evaluation of Faculty Development ProgramsChen, Weichao PhD1; Berry, Andrea MPA2; Drowos, Joanna DO, MPH, MBA3; Lama, Anna MA4; Kleinheksel, A. J. PhD5Author InformationAcademic Medicine: October 2021 - Volume 96 - Issue 10 -…

教育ポートフォリオ

The Education PortfolioStull, Matthew J. MD1; Foster, Kenneth W. EdD2; Dredla, Brynn MD3; Gruppen, Larry PhD4; Santen, Sally MD, PhD5Author InformationAcademic Medicine: September 2021 - Volume 96 - Issue 9 - p 1368doi: 10.1097/ACM.0000000…

医学教育に人文科学を取り入れるためのプリズムモデル

The Prism Model for Integrating the Arts and Humanities Into Medical EducationMoniz, Tracy MA, PhD1; Golafshani, Maryam MA2; Gaspar, Carolyn M. MSc3; Adams, Nancy E. MLIS, EdD4; Haidet, Paul MD, MPH5; Sukhera, Javeed MD, PhD6; Volpe, Rebec…

医学教育者のエレベーターピッチのヒント

Going Up? Tips for the Medical Educator’s “Elevator Pitch” Dzara, Kristina PhD, MMSc; Kesselheim, Jennifer MD, MEdAuthor Information Academic Medicine: December 2018 - Volume 93 - Issue 12 - p 1884 doi: 10.1097/ACM.0000000000002393 journal…

省察的実践の利点、プロセス、落とし穴

Perks, Processes, and Pitfalls of Reflective PracticeSarraf-Yazdi, Shiva MD, MEHPAuthor InformationAcademic Medicine: May 2021 - Volume 96 - Issue 5 - p 769doi: 10.1097/ACM.0000000000003864 journals.lww.com 利点:医療専門職教育の連続性に沿…

学術的実践を一歩進めて教育研究を生み出す

Taking the Scholarly Practice One Step Further by Producing Education ScholarshipColbert-Getz, Jorie PhD, MS; Shaffer, Kerri MEd, MLIS; Chow, Candace PhD, MAAuthor InformationAcademic Medicine: April 2021 - Volume 96 - Issue 4 - p 610doi: …

自立した臨床家までの6つの道

Six Routes to Unsupervised Clinical Practice Marjo Wijnen-Meijer, PhD, professor of medical education, Technical University of Munich (TUM), School of Medicine, TUM Medical Education Center; Mirte van den Broek, MD, junior medical teacher,…

フィードバックの6つの落とし穴

Six Common Pitfalls of Feedback Conversations Janice C. Palaganas, PhD, APRN, assistant professor of anesthesia, Harvard Medical School, principal faculty, Center for Medical Simulation, and adjunct associate professor, MGH Institute of He…

医学教育シミュレーション設計の5つの落とし穴の回避法

Avoiding 5 Common Pitfalls of Simulation Design in Medical Education Morgan I. Soffler, MD, Daniel N. Ricotta, MD, and Margaret M. Hayes, MD, Carl J. Shapiro Institute for Education and Research, Department of Medicine, Beth Israel Deacone…

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…