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Medical Education Canada
A collection of ideas, articles and other resources for people interested in medical education
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Effectiveness of emergency medicine in longitudinal integrated clerkships | Banh | Medical Education Online

EM can be well integrated into a third-year longitudinal curriculum. The undifferentiated patient work-up helps students develop critical skills in assessment and management. The lack of continuity did not interfere with the integrated longitudinal curriculum, instead the experience enhanced it

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Flip Your Classroom with These Great Online Tools - EdTechReview™ (ETR)

Flip Your Classroom with These Great Online Tools - EdTechReview™ (ETR) | Medical Education Canada | Scoop.it

Some of the web based tools that help you flip and turn your flipped classroom into wonderful experience


Via Tom D'Amico (@TDOttawa)
Deirdre Bonnycastle's insight:

May need to skip add at front.

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Suvi Salo's curator insight, September 15, 11:17 PM

Blubbr on ihan kätevä.

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Why I Just Asked My Students To Put Their Laptops Away…

I’m coming to see student focus as a collaborative process. It’s me and them working to create a classroom where the students who want to focus have the best shot at it, in a world increasingly hostile to that goal.

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Growth Mindset: Personal Accountability and Reflection

Growth Mindset: Personal Accountability and Reflection | Medical Education Canada | Scoop.it

“I am an adjunct faculty for several teacher education and educational technology programs. I have been so for a few decades. During that time I have noticed the changing nature of student behavio...”


Via Beth Dichter, Louise Robinson-Lay
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Louise Robinson-Lay's curator insight, September 13, 11:57 PM
Carol Dweck's work on mindset is important for teachers. Adding reflection is not always easy, but is worthwhile.
Suvi Salo's curator insight, September 14, 2:14 AM

Opiskelijan/oppilaan oman opiskelun käsiohjelma.

Viivahtää kannattaa eritoten kohdassa-->"Did I spend enough time to do quality work?"

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5 Killer eLearning Tips To Help You Dominate Content Chunking

"Reading content on the Internet has changed the way people process information, and nowhere is this change more obvious than in fields where design must adapt to new technology such as in eLearning. eLearning course creators need to refine their content to suit learners’ behavior and accessibility to training. This is where chunking comes into play."


Via Beth Dichter
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Beth Dichter's curator insight, September 1, 5:56 PM

If you design a course, face2face or online, it is important to keep up with information on how people learn, and today we know that chunking information is critical. This post begins by describing what a chunk is and why they are important in learning. It them moves on to the five tips (quoted below):

1. Set a chunking limit

2. Chunk with coherance

3. Use the right formatting

4. Keep chunks short

5. Use the inverted pyramid method for for prioritization

Each of these is described in detail and many addional resources are included in the post. You will also find a SlideShare on the Basics of Content Chunking. If this concept is new to you it will provide additional information. However be aware that the number of items that can be held in short term memory varies, and the rule they use is not accurate for all people. A recent course I took on Coursera, Learning How To Learn, suggested that the number of items most people can keep in short term memory is four.

niftyjock's curator insight, September 1, 6:24 PM

what's your chunking limit?

Mel Riddile's curator insight, September 2, 10:16 AM
"Beth Dichter's insight:

If you design a course, face2face or online, it is important to keep up with information on how people learn, and today we know that chunking information is critical. This post begins by describing what a chunk is and why they are important in learning. It them moves on to the five tips (quoted below):

1. Set a chunking limit

2. Chunk with coherance

3. Use the right formatting

4. Keep chunks short

5. Use the inverted pyramid method for for prioritization

Each of these is described in detail and many addional resources are included in the post. You will also find a SlideShare on the Basics of Content Chunking. If this concept is new to you it will provide additional information. However be aware that the number of items that can be held in short term memory varies, and the rule they use is not accurate for all people. A recent course I took on Coursera, Learning How To Learn, suggested that the number of items most people can keep in short term memory is four."

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5 Research-Based Tips for Providing Students with Meaningful Feedback

5 Research-Based Tips for Providing Students with Meaningful Feedback | Medical Education Canada | Scoop.it
Teacher feedback must be informative and encouraging for students to fully understand whether they're learning and what they can do to improve the learning process.

Via Beth Dichter
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Beth Dichter's curator insight, September 3, 10:32 PM

Do you know how to provide meaningful feedback to your students. This post in Edutopia provides five suggestions, all of which are included in the illustration above (located here).

What are the suggestions?

* Be as specific as possible

* The sooner the better

* Address the learner's advancement toward a goal

* Present feedback carefully

* Involve learners in the process

Additional information on these five suggestions are in the post.

Mary Starry's curator insight, September 14, 7:38 PM

The role of immediate, meaningful feedback must also be incorporated into the active learning environment.

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33 Steps to Great Presentations

In 33 chapters, each of which you can read in three minutes or less, David Beckett shares his 20 years of experience, based on hundreds of presentations given to thousands of people.

 

 


Via Baiba Svenca
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Baiba Svenca's curator insight, September 9, 1:16 PM

Download the free book that will give you tons of valuable tips for making and delivering better presentations.

Check out other publications below, they are all free of charge.


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What would happen to education if we take education evidence seriously? - Springer

These best practices should be shared and further researched. At the same time attention should be paid to implementation and the realization that teachers learn in a way very similar to the people they teach.

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"Making strange": a role for the humanities in medicine [Acad Med. 2014] - PubMed - NCBI

In addition to its ability to enhance one's critical understanding of medicine, the technique of "making strange" does something else: By disrupting fixed beliefs, this approach may allow a reexamination of patient-physician relationships in terms of human interactions and provide health care professionals an opportunity-an "open space"-to bear witness and engage with other individuals during challenging times. .
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“They liked it if you said you cried”: how medical students perceive the teaching of professionalism | Medical Journal of Australia

We suggest a less didactic approach in early years, with more evaluation and feedback from students to assure relevance; an emphasis on true reflection, as opposed to guided reflections linked to overformalised requirements; and more attention devoted to role-modelling and mentoring in the clinical years of training.

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Group processes in medical education: learning from social identity theory.

 

Social identity theory provides a powerful framework with which to consider many areas of medical education. It allows disparate influences on, and consequences of, group membership to be considered as part of an integrated system, and allows assumptions, such as about the nature of professional identity and interprofessional tensions, to be made explicit in the design of research studies

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Whatever happened to apprenticeship learning.pdf

The relatively new model of ‘situated learning’ offers an opportunity for academics and clinicians to revitalize the apprenticeship model of learning in, and being stimulated by, the clinical workplace.

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Flipped Classroom - Medical Education

 

You and your students have spent years in lecture-based classrooms and the transition will be difficult for both of you. So if you are uncomfortable with technology, start with some of the simpler options listed and plan to transition to more complex options over one or two years.

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Serious play: teaching medical skills with improvisational theater techniques.

The author reports on medical students' positive response to the medical improv seminar she has taught at Northwestern University Feinberg School of Medicine since 2002: 95% of students anonymously evaluating the seminar from 2002 to 2010 agreed with the statement, "Studying improv could make me a better doctor," and 100% agreed with the statement, "I would recommend this class to other medical students.

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How People Learn | Farnam Street

Nobel-Prize winning physicist and professor Carl Wieman grew frustrated by his students' failure to learn, despite his best efforts and long hours
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Moving Towards Programmatic Assessment

Presented by Dame Lesley Southgate at the 2014 Annual Meeting
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15 Questions To Help Students Respond To New Ideas

"It just might be that in a society where information is abundant, thinking habits are more important than knowledge. Somewhere beneath wisdom and above the “things” a student knows.

Laws of economics say that scarcity increases value. It’s no longer information that’s scarce, but rather meaningful response to that information. Thought.

And thought has a source–a complex set of processes, background knowledge, and schema that we can, as educators think of as cognitive habits. And if they’re habits, well, that means they’re probably something we can practice at, doesn’t it?"


Via Beth Dichter
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Beth Dichter's curator insight, September 8, 10:09 PM

We want our students to demonstrate that they know how to think, to understand that they have the ability to ask questions and find answers, answers that may not be available through Google (esp. if we are asking them to research). In short, we want them to use metacognitive skills.

But how do we teach them these skils? The image above, from teachthought, provides 15 questions that may help students create the habits that students need to learn. Below are three of the questions. Click through to the post for the entire list, as well as some great discussion.

* Is this idea important to me? To others? Why or why not?

* Is there a “part” of this new idea I can take and “pivot”? Create something new and fresh?

* What real-world models–examples–relate to this that can help me understand this further?

Consider posting these questions in your classroom and using them when appropriate with students.

Bronwyn Burke's curator insight, September 18, 5:50 PM

Thinking and questioning, the more the better. Engaging with new information and building curiosity.

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10 of the Most Engaging Uses of Instructional Technology (& Resources and Tools)

"Are you looking for ways to integration technology in your lesson plans and courses that provide for an engaging experience for you and your students? Fans of instructional technology know that it can be fun and inviting, and engaged students are far more likely to be learning."


Via Beth Dichter
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Beth Dichter's curator insight, September 9, 9:16 PM

What are the engaging techniques? Below are five. More are in the post and many have links to specific tools (many of which are free) that will help you.

* Interactive Collaboration

* Active Learning

* Student Created Presentations

* Embedding Questions in Videos

* Digital Maker Spaces

Learn much more by clicking though to the post.

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Seven Ways to Increase Student Engagement in the Classroom

Involved students learn more efficiently and are more successful at remembering what they learned. In addition, students who are engaged in learning are more likely to become passionate about learning in general.


Via Beth Dichter
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María Dolores Díaz Noguera's curator insight, September 11, 11:33 AM

Seven Ways to Increase Student Engagement in the Classroom

Lee Hall's curator insight, September 12, 3:52 PM

I plan to use the 3-2-1 method in my very next class. Great ideas.

Mary Starry's curator insight, September 13, 9:38 PM

Great graphic that summarizes things we've all heard before, but helps keep them in mind so we really do utilize them with students.

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Socrates Was Not a Pimp: Changing the Paradigm of Questions [Acad Med. 2014] - PubMed - NCBI

These changes can result in questioning that is more learner centered, aids in the acquisition of knowledge and skills, performs helpful formative and summative assessments of the learner, and improves community in the clinical learning environment.

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Medical Student Weekly

The week's most fascinating news for Medical Students.
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Watch the first Oculus Rift operation meant to change the way surgeons are taught

Watch the first Oculus Rift operation meant to change the way surgeons are taught | Medical Education Canada | Scoop.it

Last month, a mix of scientists, videographers and surgeons made history, capturing an entire surgery in first-person 3D and then turning it into an Oculus Rift experience.

 

The end result is, the team hopes, a new way to train medical students and surgeons. The next step, according to the MOVEO Foundation, which funded the project, is to create the first "live surgery" operation that will be filmed and broadcast on a virtual reality helmet simultaneously.


Via Alex Butler
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ChemaCepeda's curator insight, September 4, 5:59 AM

Tecnologías que van a redefinir por completo la experiencia de aprendizaje práctico en salud

Murray McKercher's curator insight, September 4, 10:57 AM

Very cool and useful stuff....

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Students as partners | The Higher Education Academy

Working in partnership with students is a sophisticated and effective way of developing student engagement and enhancing learning and teaching. Partnership with students is a central theme of the HEA’s work and cuts across our other key areas of assessment, employability, flexible pedagogies and retention and success. That's why we provide a range of tools and guidance to support student partnership development.
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Flaws In Science: AMEE 2014 Short Communication #10N4

This project encompasses many threads, like a ball of wool, it has been the hard work of the team to weave and knit together solutions to problems that have been perennial issues in the age of technology in medical education.

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Innovation in Medical Education — NEJM

Our nation's lack of research in medical education contrasts starkly with the large and essential commitment to biomedical research funded by industry, philanthropic organizations, and the public.
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