Publications for the week of June 1, 2020
“A plea for program evaluation in a pandemic” by Dawe urged medical educators to evaluate the strategies put in place as a result of COVID-19
“Five ways to get a grip on evaluating and improving educational continuity in health professions education programs” by Lee and Ross provided some practical tips for implementing educational continuity in health professions education programs.
“It takes a team: Generating evidence to define and foster collective competence in health professions education” by Wagner and team argued that those exploring collective competence within healthcare should examine the characteristics of teamwork
“Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan” by Wang et al described the variability and identified barriers to teaching research methodology
“Determinants of mental health professionals’ attitudes towards recovery: A review” by Luigi and team reviewed literature concerning attitudes related to mental health recovery
“Fly or fall?” by My-An Tran described the feeling of being unmatched during the COVID-19 pandemic.
“’It unsticks your mind’: Using a musicians’ masterclass to introduce oncology faculty and trainees to the practice of direct observation and coaching” by Sanatani and Potvin used a cello player to demonstrate coaching and feedback in medical education.
“National survey of Canadian residents and program directors regarding parental leave during residency” by Willoughby and team studied the transition back to residency after parental leave.
Read more about the articles below:
Russell Dawe in “A plea for program evaluation in a pandemic” urged medical educators to collaborate and share methods that medical educators adapted during COVID-19. Dawe suggested that by evaluating strategies together, the medical education field will be stronger.
“Five ways to get a grip on evaluating and improving educational continuity in health professions education programs” by Lee and Ross offered five tips for how to evaluate and improve educational continuity. They concluded that misunderstandings and confusion could be prevented by clearly identifying and defining what is measured when carrying out program evaluation.
Wagner and team suggested including a variety of perspectives to evaluate how teams function in clinical contexts in “It takes a team: Generating evidence to define and foster collective competence in health professions education.” They argued that there needs to be a variety of research methods employed to contribute to the understanding of collective competence
“Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan” by Wang et al studied variabilities with teaching research methodology. They found through their cross-sectional survey that the Canadian EM residency programs vary with regard to research methodology curriculum; they advised continued focus on the development of a standardized, national, online curriculum
“Determinants of mental health professionals’ attitudes towards recovery: A review” by Luigi and team provided a systematic review of literature about the attitudes of health professionals towards mental health recovery. They found that the attitudes of the heathcare workers tended to be pessimistic; and they gave recommendations to address the determinants related to these attitudes.
My-An Tran provided an image and commentary in “Fly or fall?” She described the heightened feelings of uncertainty being an unmatched final-year medical student during the COVID-19 pandemic.
In “’It unsticks your mind’: Using a musicians’ masterclass to introduce oncology faculty and trainees to the practice of direct observation and coaching,” Sanatani and Potvin used a cello player to demonstrate coaching and feedback. Since musicians already have a strong coaching culture, the authors found observing the cello player aided with coaching strategies in medicine.
“National survey of Canadian residents and program directors regarding parental leave during residency” by Willoughby and team reviewed the perceptions and experiences of medical students as they transitioned back to residency after parental leave. They found a need for better communication between resident parents and program directors as they return to work.
