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。

Academic medicine

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 -…

医療専門職教育における評価-成果を測定するだけで十分か?

Evaluation in health professions education—Is measuring outcomes enough?Louise M. Allen, Margaret Hay, Claire Palermo,First published: 31 August 2021 https://doi.org/10.1111/medu.14654 https://onlinelibrary.wiley.com/doi/10.1111/medu.14654…

複数のチェックによる客観的構造化臨床試験(OSCE)における試験官のばらつきの影響の測定

Measuring the Effect of Examiner Variability in a Multiple-Circuit Objective Structured Clinical Examination (OSCE)Yeates, Peter MRCP, PhD1; Moult, Alice MSc, PhD2; Cope, Natalie PhD3; McCray, Gareth MA, MRes, PhD4; Xilas, Eleftheria MBChB…

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…

医学、機械、そして医学教育

Medicine, Machines, and Medical EducationWartman, Steven A. MD, PhD1Author InformationAcademic Medicine: July 2021 - Volume 96 - Issue 7 - p 947-950doi: 10.1097/ACM.0000000000004113 journals.lww.com 概要 科学技術の進歩が医療行為の進化の最…

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: …

ミラーのピラミッドの拡張(信頼・委託)

Entrustment Decision Making: Extending Miller’s Pyramidten Cate, Olle PhD; Carraccio, Carol MD; Damodaran, Arvin MBBS, MMedEd; Gofton, Wade MD; Hamstra, Stanley J. PhD; Hart, Danielle E. MD, MACM; Richardson, Denyse MD; Ross, Shelley MA, P…

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:…

日本の医学教育(2006年発表)

Medical Education in JapanKozu, Tadahiko MDAuthor InformationAcademic Medicine: December 2006 - Volume 81 - Issue 12 - p 1069-1075doi: 10.1097/01.ACM.0000246682.45610.dd journals.lww.com 抄録 日本には、国立42校、県立8校(地方自治体が設立)…

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…

保健医療教育におけるメンターの役割についての信念

Mentors’ Beliefs About Their Roles in Health Care Education: A Qualitative Study of Mentors’ Personal Interpretative FrameworkLoosveld, Lianne M. MSc; Van Gerven, Pascal W.M. PhD; Vanassche, Eline PhD; Driessen, Erik W. PhDAuthor Informati…

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、…

危機時の医学生の動員。COVID-19医学生対応チームからの教訓

Medical Student Mobilization During a Crisis: Lessons From a COVID-19 Medical Student Response TeamSoled, Derek MSc; Goel, Shivangi; Barry, Danika MPH; Erfani, Parsa; Joseph, Nicholos; Kochis, Michael EdM; Uppal, Nishant; Velasquez, David;…

COVID-19の時代のレジデント・リーダーシップへの5つの質問

Five Questions for Residency Leadership in the Time of COVID-19: Reflections of Chief Medical Residents From an Internal Medicine ProgramRakowsky, Shana MD; Flashner, Bess M. MD; Doolin, Jim MD; Reese, Zachary MD; Shpilsky, Jason MD; Yang,…

COVID-19パンデミックへの対応におけるイノベーション

Innovation in Response to the COVID-19 Pandemic CrisisWoolliscroft, James O. MDAuthor InformationAcademic Medicine: August 2020 - Volume 95 - Issue 8 - p 1140-1142doi: 10.1097/ACM.0000000000003402 journals.lww.com COVID-19パンデミックは、…

医師の抗菌薬治療選択の背景にある治療的推論の探索的研究

Following the Script: An Exploratory Study of the Therapeutic Reasoning Underlying Physicians’ Choice of Antimicrobial TherapyAbdoler, Emily A. MD, MAEd; O’Brien, Bridget C. PhD; Schwartz, Brian S. MDAuthor InformationAcademic Medicine: Au…

理論、理論フレームワーク、概念フレームワークの違い

The Distinctions Between Theory, Theoretical Framework, and Conceptual FrameworkVarpio, Lara PhD; Paradis, Elise PhD; Uijtdehaage, Sebastian PhD; Young, Meredith PhDAuthor InformationAcademic Medicine: July 2020 - Volume 95 - Issue 7 - p 9…

教育を通じた診断の改善

Improving Diagnosis Through EducationOlson, Andrew P.J. MD; Graber, Mark L. MDAuthor InformationAcademic Medicine: August 2020 - Volume 95 - Issue 8 - p 1162-1165doi: 10.1097/ACM.0000000000003172 journals.lww.com 診断は、安全で効果的な医療…

医学教育における批判的リアリズムとリアリズム的探究

Critical Realism and Realist Inquiry in Medical EducationEllaway, Rachel H. PhD; Kehoe, Amelia PhD; Illing, Jan PhDAuthor Information Academic Medicine: July 2020 - Volume 95 - Issue 7 - p 984-988doi: 10.1097/ACM.0000000000003232 journals.…

学習者の信頼、教育の商品化、そして医学部のプロフェッショナリズムの喪失

Beyond High-Stakes Testing: Learner Trust, Educational Commodification, and the Loss of Medical School ProfessionalismHafferty, Frederic W. PhD; O’Brien, Bridget C. PhD; Tilburt, Jon C. MDAuthor InformationAcademic Medicine: June 2020 - Vo…

医学教育における批判的意識のスコープ・レビュー

Honoring Medicine’s Social Contract: A Scoping Review of Critical Consciousness in Medical EducationManca, Annalisa MEd; Gormley, Gerard J. MD, FRCGP; Johnston, Jennifer L. PhD, MRCGP; Hart, Nigel D. MD, MMedSc, FRCGPAuthor InformationAcad…

ポストモダニズムと医学教育

Postmodernism and Medical EducationEllaway, Rachel H. PhDAuthor InformationAcademic Medicine: June 2020 - Volume 95 - Issue 6 - p 856-859doi: 10.1097/ACM.0000000000003136 journals.lww.com モダニズムとは、19世紀半ばに発展した幅広い知的、創…

FacebookとYouTubeのライブ配信を活用したインタラクティブな医学教育カリキュラム

pathCast: An Interactive Medical Education Curriculum That Leverages Livestreaming on Facebook and YouTubeMadrigal, Emilio DO; Mannan, Rifat MDAuthor InformationAcademic Medicine: May 2020 - Volume 95 - Issue 5 - p 744-750doi: 10.1097/ACM.…

医療従事者教育研究におけるポスト実証主義

Postpositivism in Health Professions Education ScholarshipYoung, Meredith E. PhD; Ryan, Anna PhDAuthor InformationAcademic Medicine: May 2020 - Volume 95 - Issue 5 - p 695-699doi: 10.1097/ACM.0000000000003089 https://journals.lww.com/acade…

科学哲学シリーズ. パラダイム、存在論、認識論、価値論、方法論の探求による学際的効果の発揮

Philosophy of Science Series: Harnessing the Multidisciplinary Edge Effect by Exploring Paradigms, Ontologies, Epistemologies, Axiologies, and MethodologiesVarpio, Lara PhD; MacLeod, Anna PhDAuthor InformationAcademic Medicine: May 2020 - …

バンダービルト大学の専門家間学習プログラム。実践と教育を調和させた長期的な臨床経験の維持

The Vanderbilt Program in Interprofessional Learning: Sustaining a Longitudinal, Clinical Experience That Aligns Practice With EducationDavidson, Heather A. PhD; Hilmes, Melissa A. MD; Cole, Shannon DNP, APRN-BC; Waynick-Rogers, Pamela DNP…