Tag Archives: medical education

Samuel Shem, 34 Years After ‘The House of God’ – Atlantic Mobile

28 Nov

http://goo.gl/TZ3fx A fabulous essay celebrating humanity in healthcare which must be preserved for all our sakes

TASME #ukmeded Chat

31 Oct

An excellent opportunity to share ideas with #meded enthusiasts

Med Ed Connect

On Thursday 1st November at 9pm TASME will be hosting #UKmeded chat on twitter.

For those that don’t know, TASME (Trainees in the Association for the Study of Medical Education) is a Special Interest Group of ASME (Association for the Study of Medical Education) that aims to support trainee involvement in teaching. More information can be found on the website here.

The broad topic for discussion will be ‘the role of trainees in medical education’ but as well as trainees, we welcome input from a range of healthcare professionals at all levels. Are you a medical student who struggles to get teaching from trainees that are often too busy? Perhaps you are a trainee who is keen to get involved in med ed but doesn’t know to start? Maybe you’re a consultant that thinks trainees lack the experience required to teach effectively.

Some of the questions we’d like to answer…

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The Things We Carried, Then and Now – NYTimes.com

10 Oct

http://goo.gl/bJa7W Fabulous short essay on what the new doctor of 21st century should carry in their bag

Is it SMART to use Social Media?

11 Mar

Terms behind the letters

There is no clear consensus about what the five or seven keywords mean, or even what they are in any given situation. Typically accepted values are:
Letter Major Term Minor Terms
S Specific Significant, Stretching, Simple
M Measurable Meaningful, Motivational, Manageable
A Attainable Appropriate, Achievable, Agreed, Assignable, Actionable, Ambitious, Aligned, Aspirational, Acceptable, Action-focused
R Relevant Results-oriented, Realistic, Resourced, Resonant
T Timely Time-oriented, Time framed, Timed, Time-based, Timeboxed, Time-bound, Time-Specific, Timetabled, Time limited, Trackable, Tangible
E Evaluate Ethical, Excitable, Enjoyable, Engaging, Ecological
R Reevaluate Rewarded, Reassess, Revisit, Recordable, Rewarding, Reaching

Choosing certain combinations of these labels can cause duplication, such as selecting ‘Attainable’ and ‘Realistic’, or can cause significant overlapping as in combining ‘Appropriate’ and ‘Relevant’ for example. The term ‘Agreed’ is often used in management situations where buy-in from stakeholders is desirable (e.g. appraisal situations).
[edit] Developing SMART goals

Paul J. Meyer describes the characteristics of S.M.A.R.T. goals in Attitude is Everything. Meyer, Paul J (2003). What would you do if you knew you couldn’t fail? Creating S.M.A.R.T. Goals. Attitude Is Everything: If You Want to Succeed Above and Beyond. Meyer Resource Group, Incorporated, The. ISBN 9780898113044

Good question on #hcsmanz made me ponder on the question of why using Twitter and other social media is attractice way to learn and interact with people removed from my immediate local circle of contacts.

The S.M.A.R.T. framework does seem to hold the answer. And I am grateful to the team from #hcsmanz for indentifying this concept here.

I have learned much more from social media interactions in the past 6 months than from other sources of information. And here is why.

The topics which matter are SIGNIFICANT to me. The format is MANAGEABLE and MEANINGFUL. The concepts are ALIGNED (not least because social media does tend to herd like minded people together) and APPROPRIATE for the moment. The sentiments are RESONANT with my own. Twitter chat sessions are TIME-BOUND and TIMETABLED, while many of the ideas are TANGIBLE. The crux of the discussion today is “evaluation”, and it feels to me that most discussions do meet goals for learning for the aforementioned reasons. But there is more to social medial chat too: I find the discussions ENJOYABLE, ENGAGING, and ETHICAL. Finally, after the event, I have discovered that the discussions are RECORDABLE (transcripts often available soon afterwards), and REWARDING because some ideas and suggested actions can be used in my clinical work or interactions with colleagues soon after.

It will be a shame if bureaucrats impose more concrete evaluation on the social media discussions because, in my opinion, the unstructured nature of the social media discussion would lose something precious if the conversation were reduced to measurable outcomes. David Haslam, former RCGP Chief Examiner once stated, that not all that is measurable counts while not all that counts is measurable. It is worth keeping this in mind when thinking about evaluation of social media.

What Is The Best Current Treatment For Proximal Long Saphenous Vein Thrombophlebitis?

22 Jul

What Is The Best Current Treatment For Proximal Long
Saphenous Vein Thrombophlebitis?

Five Rules by Atul Gawande ( Harvard Medical School Commencement address, June 9, 2005 ) #meded

19 Jul

http://www.doctorshangout.com/profiles/blogs/five-rules-by-atul-gawande  Shared via Dolphin Browser

#meded “How to..” ideas for future chats

16 Jul

Unashamedly copied from email from RCGP to me this morning…

A list of topics which have been suggested to improved teaching and education of GPs.  A couple of these have already been discussed on twitter.

The Learner

  • How to recognise and help a failing registrar
  • How to encourage a disinterested registrar
  • How to help a registrar deal with a complaint 
  • How to develop reflection/reflective skills 

The Educator

  • How to be a “good” educational supervisor
  • How to get useful feedback on yourself/your teaching from a registrar 

The techniques

  • How to teach small groups
  • How to give good and bad feedback in a productive way
  • How to attain feedback on your teaching/supervision
  • How to teach the “exiting GPR” in their last few months of training
  • How to challenge the trainee (GPR/FY2/medical student)
  • How to “debrief” the trainee (GPR/FY2/medical student) after a surgery

The topics

  • How to do random case analysis
  • How to video consultations
  • How to teach genetics

The tools

  • How to design a “summative assessment”
  • How to teach diagnostic skills
  • How to design an assessment of diagnostic skills! 
  • How to obtain mentoring
  • How to recognise and manage external influences on medical education and clinical practice 
  • Managing the competing needs for accountability and clinical autonomy
  • How to communicate uncertainty, conflicting evidence and the balance of potential benefits and unknown harms in shared decision making     
What do you think?
Illusions of Autonomy

Where medical ethics and human behaviour meet, by Dr Philip Berry

Enjoying every second

Cada lugar, cada rincón, cada momento compartido arreglando el mundo entre imprescindibles

The Commonplace Book

Jim McManus blogs on public health, ethics, books, theology and more