Medical Education Research Group

"Chapter 2 also discusses a series of clinical implications and recommendations for stakeholders wishing to engage these dynamic spaces. Chapter 3 reviews three recent administrative and judicial cases that have emerged from the inappropriate use of social media and Chapter 4 concludes with the main implications of and significance of the findings. Further research is clearly required to solidify the evidence on the use of social media in health care and to explore and document its economic, clinical, governance and tactical impact and utility."

"The use of videoconferencing for nursing and medical education should be encouraged along with guidelines for the use of videoconferencing. "

"Curriculum Reports replace the AAMC's Curriculum Directory and feature: -Graphical interpretations of aggregate and historical curriculum-related data, collected annually by the Liaison Committee on Medical Education (LCME), -Representation of 100 percent of U.S. medical schools, and -A section on Educational Technology, based on results from the annual Group on Information Resources (GIR) Annual Survey. "

"The results suggest that the goal orientations theory may be a useful theoretical framework for understanding and facilitating learning motivation among medical students. Limitations and suggestions for practice within medical education context are discussed."

"This is the first study to describe the learning ecology and pedagogic basis behind the use of mobile learning technologies in a large cohort of undergraduate medical students in the clinical environment. We have developed a model for mobile learning in the clinical setting that shows how different theories contribute to its use taking into account positive and negative contextual factors. The lessons from this study are transferable internationally, to other health care professions and to the development of similar initiatives with newer technology such as smartphones or tablet computers."

"We present 12 practical tips derived from SDT, for teachers in health professions, on how to engage in autonomy-supportive teaching behaviours in order to stimulate intrinsic motivation in their students. Conclusion: These tips demonstrate that it is not difficult to engage in autonomy-supportive teaching behaviour. It can be learned through practice and self-reflection on teaching practices."

"Creating an enabling and nurturing environment prior to and during residency training may be necessary to sustain the motivation to engage in health advocacy. Findings from this study suggest possibilities for a resident-guided participatory curriculum development process around health advocacy. Recommendations for promoting health advocacy in postgraduate training include effective integration of health advocacy in the curriculum by providing protected time and resources, providing experiential learning opportunities and fostering a community of practice for physician health advocates."

No gold-standard tool has been agreed upon in the literature, and none fully addresses all IPE learner outcomes. Objective measures of higher level outcomes are necessary to ensure comprehensive evaluation of IPE/IPP.

Here, we show that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping. The advantage of retrieval practice generalized across texts identical to those commonly found in science education. The advantage of retrieval practice was observed with test questions that assessed comprehension and required students to make inferences. The advantage of retrieval practice occurred even when the criterial test involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.

"Too much time is spent manipulating data just to get analysis and visualization tools to read it. Wrangler is designed to accelerate this process: spend less time fighting with your data and more time learning from it."

"Our study suggests there is no significant difference in themes addressed or levels of reflection achieved when students complete a similar assignment via online blogging or traditional essay writing. Given this, faculty staff should feel comfortable in utilising the blog format for reflective exercises. Faculty members could consider the option of using either format to address different learning styles of students."

"This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students."

"The proportion of participants who met PHQ-9 criteria for depression increased from 3.9% prior to internship to 25.7% during internship. "

HLwiki from UBC med library

"Our mission is to transform the culture of medicine to be more participatory. This special introductory issue is a collection of essays that will serve as the 'launch pad' from which the journal will grow. We invite you to participate as we create a robust journal to empower and connect patients, caregivers, and health professionals."

SNAPP is a software tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies. The network visualisations of forum interactions provide an opportunity for teachers to rapidly identify patterns of user behaviour - at any stage of course progression. SNAPP has been developed to extract all user interactions from various commercial and open source learning management systems (LMS) such as BlackBoard (including the former WebCT), and Moodle. SNAPP is compatible for both Mac and PC users and operates in Internet Explorer, Firefox and Safari.

"An international, peer-reviewed, open access journal that aims to present and publish research on Medical Education covering medical, dental, nursing and allied healthcare professional education. "

The purpose of this website is to create a collection of free medical mindmaps in order to facilitate learning of complex topics. Mindmaping is a way of incorporating imagery, colour, and visual-spatial arrangement to your notes. These elements have been separately shown to improve recall of learnt material. Mindmapping allows for the whole topic to be displayed on a single page, which increases revision speed and allows you to see connections between different ideas more easily. The difficulty in using mindmaps for revision is that it often takes a fair amount of time to design them and there are many topics to be covered in medicine. In preparation for exams, it would be very difficult for a student to make a good mindmap for every topic. One of the aims of this website is to help you overcome this problem.