MedEdPublish
Outcome-based education: evaluation, implementation and faculty developmentShazia Iqbal[1][a], Ian Willis[2][b], Turky H. Almigbal[3][c], Abdullah Aldahmash[1], Samer Rastam[1][d]Institution: 1. Alfarabi College of Medicine Riyadh KSA, 2. …
Designing Online Courses: 12 Tips for Health Professions EducatorsElisabeth Schlegel[1][a]Institution: 1. Donald and Barbara Zucker School of Medicine at Hofstra/NorthwellTwitter Handles: a. Dr_E_SchlegelCorresponding Author: Dr Elisabeth …
Learning through Osmosis: A global Wikipedia editing course for medical studentsTolga Guven[1][a], Carolyn Geraci[2], Jason Green[3], Johnathon Neist[4], Monica Gopalakrishnan[5], Puja Bhatt[6], Tanya Cupino[7], Amin Azzam[8][b]Institution…
Response and Lessons Learnt Managing the COVID-19 Crisis by School of Medicine, National University of SingaporeDujeepa D. Samarasekera[1][a], Denise Li Meng Goh[1], Su Ping Yeo[1], Nicola Siew Pei Ngiam[1], Marion M. Aw[1], Mei Mei Lim[1]…
Twelve Tips for COVID-19 friendly learning design in medical educationJorge Reyna[1][a]Institution: 1. The Royal Australia and New Zealand College of Ophthalmologist - RANZCOTwitter Handles: a. DigMedEdCorresponding Author: Dr Jorge Reyna …
Falling back on technology mindfully during COVID-19 pandemic: NUMed campus experienceBhavani Veasuvalingam[1], Micheala Louise Goodson[1]Institution: 1. Newcastle University Medicine MalaysiaCorresponding Author: Dr Bhavani Veasuvalingam …
Ten maxims for out of class learning to outclass the academic challenges of COVID-19Prashanti Eachempati[1][a], Komattil Ramnarayan[2]Institution: 1. Melaka-Manipal Medical College (Melaka Campus), Manipal Academy of Higher Education, Mela…
Challenging assumptions about “moving online” in response to COVID-19, and some practical adviceTim Fawns[1][a], Derek Jones[1][b], Gillian Aitken[1][c]Institution: 1. University of EdinburghTwitter Handles: a. timbocop, b. Dr_Derek_Jones,…
Twelve tips for rapidly migrating to online learning during the COVID-19 pandemicJohn Sandars[1], Raquel Correia[2], Mary Dankbaar[3], Peter de Jong[4], Poh Sun Goh[5], Inga Hege[6], Ken Masters[7], So-Young Oh[8], Rakesh Patel[9], Kalyani…
Practical tips for faculty development workforce training under pressure in the time of COVID-19 pandemicRahim Kachra[1][a], Irene Wai Yan Ma[1][b]Institution: 1. University of CalgaryTwitter Handles: a. rahimkachra, b. IM_POCUSCorrespondi…
Twelve tips to combat ill-being during the COVID-19 pandemic: A guide for health professionals & educatorsAdam Neufeld[1][a], Greg Malin[1][b]Institution: 1. University of Saskatchewan College of MedicineTwitter Handles: a. AdamNeufeld4, b…
Curriculum delivery in Medical Education during an emergency: A guide based on the responses to the COVID-19 pandemicMohamed H. Taha[1][a], Mohamed Elhassan Abdalla[1][b], Majed Wadi[2][c], Husameldin Khalafalla[3]Institution: 1. College o…
Linking Out Loud (LOL): Developing critical thinkingWendy Foster[1][a], Linda Sweet[2][b], Liz McNeill[3][c]Institution: 1. University of South Australia, 2. Deakin University, 3. Flinders UniversityTwitter Handles: a. academicwendy, b. Pr…
Medical education in Nigeria and migration: a mixed-methods study of how the perception of quality influences migration decision makingEddy Awire[1], Mamodesan T Okumagba[1]Institution: 1. Delta State UniversityCorresponding Author: Dr Edd…
Cross-Cultural Chronotypes: Educating Medical Students in America, Malaysia and the UAENicoline Schiess[1], Violet Kulo[2], Jennifer L. Dearborn[3], Sami Shaban[4], Charlene E. Gamaldo[5], Rachel Marie E. Salas[5]Institution: 1. Johns Hopk…
Wicked Problems in Health Professions Education: Adaptive Action in ActionGlenda H. Eoyang[1][a], Stewart Mennin[2][b]Institution: 1. Human Systems Dynamics Institute, 2. Human Systems Dyndamics Institute and Mennin Consulting & Associates…
Immediate feedback of lectures by smartphonesIngrid Peroz[1], Klaus Donandt[2]Institution: 1. Charité - Universitätsmedizin Berlin, Department of Prosthodontics, Gerodontology and Craniomandibular Disorders, 2. Krankenhaus Waldfriede, Hand…
Twelve tips for incorporating gamification into medical educationShabnam Singhal[1], Josephine Hough[1], David Cripps[1]Institution: 1. University of WarwickCorresponding Author: Dr Shabnam Singhal (shabnamsinghal@hotmail.com)Categories: E…
Pharmacology through Play: using Lego® to revise core concepts for undergraduatesBrian P Kirby[1], Teresa Pawlikowska[2]DOI: https://doi.org/10.15694/mep.2019.000201.1 www.mededpublish.org 背景 薬理学は、ヘルスケアの専門家にとって重要な知…
Medical Professionalism Across Cultures: A Literature ReviewLaith Yasin[1], Gerald R. Stapleton[1], L. J. Sandlow[1]Institution: 1. University of Illinois at ChicagoCorresponding Author: Mr Laith Yasin (lyasin2@uic.edu)Categories: Professi…
Pros and Cons of Audience Response Systems in the Education of Health ProfessionalsRyan Denkewicz[1]Institution: 1. Frank Netter School of Medicine at Quinnipiac UniversityCorresponding Author: Mr Ryan Denkewicz (rdenkewicz@aol.com)Categor…
Developing an online continuing professional development course for busy healthcare professionals: 12 tips for course developersElaine Mealey[1]Institution: 1. St George's University of LondonCorresponding Author: Ms Elaine Mealey (emealey…
7-Steps to Creating an Effective Simulation Experience for Educators in the Health Professions: an updated practical guide to designing your own successful simulationDonna Krawczyk[1]Institution: 1. Michener InstituteCorresponding Author: …
Twelve Tips for Tweeting as a Residency ProgramAvital O'Glasser[1][a], Sima S. Desai[1][b], Thomas G. Cooney[1][c]Institution: 1. Oregon Health & Science UniversityTwitter Handles: a. aoglasser, b. desaissima, c. PDX_TomCorresponding Autho…
Social media use during residency trainingMoza Al Kalbani[1], Marwan Al Raisi[1], Aisha Al Breiki[1], Samya Al Mazrooei[1], Abdullah Al Reesi[1]Institution: 1. Oman Medical Speciality BoardCorresponding Author: Dr Moza Al Kalbani (mozaalka…
How to review a paper on medical educationRichard Hays[1], Barbara Jennings[2], Trevor Gibbs[3]Institution: 1. James Cook University and University of Tasmania, 2. University of East Anglia, 3. Association of Medical Education in EuropeCor…
The impact of student absences on grade outcomes in a neurology clerkship settingTiana E. Cruz[1], Rebecca Riddell[2], Charlene E. Gamaldo[2], Roy E. Strowd[3], Christopher Oakley[2], Rachel Marie E. Salas[2][a]DOI: https://doi.org/10.1569…
