Publications for the week of January 13th
- “Eight ways to get a grip on implementing mindfulness sessions in medical schools” by Rac and Chakravarti provides steps for putting mindfulness sessions into practice as an option in medical education.
- “Ten ways to get a grip on resident co-production within medical education change” by Dagnone and team provides a model for ensuring a smooth transition to competency based medical education (CBME).
- “Developing a dashboard to meet Competence Committee needs: a design-based research project” by Thoma and team describe the creation of a dashboard designed to provide CBME committees with the assessment data they need to make important promotion decisions.
- “The Patient and Family Narratives seminars at the University of Saskatchewan connect health professions students with patient experiences” by D’Eon and Luc report how highly students rate the patient perspectives they hear at these sessions.
More details on these are provided below:
In “Eight ways to get a grip on implementing mindfulness sessions in medical schools”, Rac & Chakravarti outline some practical pointers for getting a mindfulness program up and running in medical schools. They especially recommend an initial mandatory introductory session and then offering mindfulness practice sessions as one option from a suite of self-care practices.
In “Ten ways to get a grip on resident co-production within medical education change”, Dagnone and team draw on their extensive experience at Queen’s University with the implementation of CBME. They provide a guide for educators, learners, and institutions on how to leverage the interest and enthusiasm of trainees. They stress empowering champions of change, building on early successes, and anticipating the change “dip”.
Thoma and team in “Developing a dashboard to meet Competence Committee needs: a design-based research project” explain how CBME Competence Committees must effectively visualize learner assessment data and how dashboards can help. Using a design-based research process, they identified the data, analytics, and visualizations needed by its Competence Committee, and created the dashboard.
D’Eon and Luc in “The Patient and Family Narratives seminars at the University of Saskatchewan connect health professions students with patient experiences” describe how the Patient and Family Narratives (PFN) seminars bring patient perspectives to health professions students. Each session consists of a story shared by a patient, interdisciplinary small group discussions, and a question and answer period. The patient perspectives have consistently been rated very highly by the students.
