Veille d’information du CPASS – Été 2017

27 juillet 2017


Le CPASS diffuse une veille d’information mensuelle qui présente une sélection de nouveautés touchant à la pédagogie appliquée aux sciences de la santé. Voici de nouvelles parutions, ressources, formations et événements pour cette veille du mois de juillet 2017.

Attitudes towards sub-domains of professionalism in medical education: defining social accountability in the globalizing world

David Ponka, Douglas Archibald, Jessica Ngan, Brendan Wong and, Sharon Johnston. In Canadian Medical Education Journal. Vol. 8: No. 2, 2017, pp. 37-47.

A systematic review of the effectiveness of flipped classrooms in medical education

Fei Chen, Angela M Lui and, Susan M Martinelli. In Medical Education Journal. Volume 51, Issue 6, June 2017, pp. 585–597.

How evidence from observing attending physicians links to a competency-based framework

Maria Bacchus, David R Ward, Jill de Grood and, Jane B Lemaire. In Medical Education Journal. Volume 51, Issue 6, June 2017, pp. 633–644.

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators

Christoph Dybowski, Susanne Sehner and Sigrid Harendza. In BMC Medical Education. (2017) 17:84.

“A steep learning curve”: junior doctor perspectives on the transition from medical student to the health-care workplace

Nancy Sturman, Zachary Tan and Jane Turner. In BMC Medical Education. (2017) 17:92.

Making Management Skills a Core Component of Medical Education

Myers, Christopher G. PhD and Pronovost, Peter J. MD, PhD. In Academic Medicine: May 2017 – Volume 92 – Issue 5 – pp. 582–584.

Twelve tips for the implementation of EPAs for assessment and entrustment decisions

Harm Peters, Ylva Holzhausen, Christy Boscardin, Olle ten Cate & H. Carrie Chen. In Medical Teacher, Volume 39, 2017 – Issue 8, pp. 802-807.

Twelve tips for medical teaching in low-resource settings

Alexander Vogt & Shuang Wang. In Medical Teacher, May 2017, pp. 1-4.

Preparing medical students for the e-patient

Ken Masters. In Medical Teacher, Volume 39, 2017 – Issue 7, pp. 681-685.

Students’ motivation toward feedback-seeking in the clinical workplace

Lubberta H. de Jong, Robert P. Favier, Cees P. M. van der Vleuten & Harold G. J. Bok. In Medical Teacher, May 2017, pp. 1-5.

Twelve tips for effective body language for medical educators

Andrew J. Hale, Jason Freed, Daniel Ricotta, Grace Farris & C. Christopher Smith. In Medical Teacher, May 2017, pp. 1-6.

Medical Students’ Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course

Michelle H. Yoon, Benjamin C. Blatt & Larrie W. Greenberg. In Teaching and Learning in Medicine, pp. 1-9.

The Development and Impact of a Social Media and Professionalism Course for Medical Students

Alexandra W. Gomes, Gisela Butera, Katherine C. Chretien & Terry Kind. Teaching and Learning in Medicine, Volume 29, 2017 – Issue 3, pp. 296-303.

Learning environment: assessing resident experience

Anna Byszewski, Heather Lochnan, Donna Johnston, and Christine Seabrrok. In The Clinical Teacher, Volume 14, Issue 3, June 2017, pp. 195–199.

The e-handover: applications for surgical training

Fiona Hand, Aaron Stirling, Patrick Felle, Kevin Conion, and Paul Ridgway. In The Clinical Teacher, Volume 14, Issue 3, June 2017, pp. 211–215.

Near-peer teaching programme for medical students

Zoe Gottlieb, Samantha Epstein, and Jeremy Richards. In The Clinical Teacher, Volume 14, Issue 3, June 2017, pp. 164–169.

Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students

Viktoria C. T. Joynes. In Advances in Health Sciences Education, May 2017, pp. 1–17.

Developing the Evidence-Base to Support the Integration of Technology-Enhanced Learning in Healthcare Education

James D. Pickering. In Medical Science Educator, May 2017, pp. 1–3.

An assessment of residents’ and fellows’ personal finance literacy: an unmet medical education need

Fahd A. Ahmad, Andrew J. White, Katherine M. Hiller, Richard Amini and Donna B. Jeffe. In International Journal of Medical Education, 2017, Vol. 8, pp. 192-204.

Intercultural communication through the eyes of patients: experiences and preferences

Emma Paternotte, Sandra van Dulmen, Lindsay Bank, Conny Seeleman, Albert Scher. In International Journal of Medical Education, 2017, Vol. 8, pp. 170-175.

Quality indicators for learner-centered postgraduate medical e-learning

Robert A. de Leeuw, Michiel Westerman, and Fedde Scheele. In International Journal of Medical Education, 2017, Vol. 8, pp. 153-162.

A Program to Prevent Burnout, Depression, and Anxiety in First-Year Pediatric Residents

Stuart Slavin, MD, Med, MEd Stuart Slavin, Mindy Shoss, PhD, and Matthew A. Broom, MD, FAAP. In Academic Pediatrics, May–June, 2017, Vol. 17, Issue 4, pp. 456–458.

Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes

Janet Casagrand and Katharine Semsar. In Advances in Physiology Education, June 2017, Vol. 41, No. 2, pp. 194-202.

Designing blended learning interventions for the 21st century student

Saramarie Eagleton. In Advances in Physiology Education, June 2017, Vol. 41, No. 2, pp. 203-211.

Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

Lacy M. Cleveland, Jeffrey T. Olimpo, and Sue Ellen DeChenne-Peters. In Life Sciences Education, Summer 2017, Vol. 16, No. 2, pp. 1-10.

A Randomized Controlled Trial to Compare e-Feedback Versus “Standard” Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill

Wissam Al-Jundi, MBBS, MSc, MEd, FRCS, Mohamed Elsharif, MBBS, MRCS, MSc, PgCert (MedEd), Melanie Anderson, MBChB MRCS, Phillip Chan, MA, MBBChir, MChir, FRCS, Jonathan Beard, MBBS, BSc, ChM, MEd, FRCS, Shah Nawaz, MB ChB, MEd, MBA, MD, FRCS, FRCS (gen). In Journal of Surgical Education, May–June, 2017, Vol. 74, Issue 3, pp. 390–397.

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