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Direct linkGrierson, Lawrence; Vanstone, Meredith – Advances in Health Sciences Education, 2021
Medical education is a rapidly growing field of research, incorporating diverse disciplinary perspectives to assist physician trainees in developing the complex skills needed for practice. Education science is happening in many medical specialties; however, Family Medicine or General Practice settings have not seen a proportional share of…
Descriptors: Educational Research, Family Practice (Medicine), Medical Education
Grad, Roland; Leger, Daniel; Kaczorowski, Janusz; Schuster, Tibor; Adler, Samara; Aman, Marya; Archibald, Douglas; Beaulieu, Marie-Claude; Chmelicek, John; Cornelissen, Evelyn; Delleman, Bethany; Hadj-Mimoune, Sonia; Horvey, Samantha; Macaluso, Steven; Mintsioulis, Stephen; Murdoch, Stuart; Ng, Brian; Papineau, Alain; Rangwala, Sohil; Rousseau, Mathieu; Rudkin, Teresa; Schabort, Inge; Schultz, Karen; Snow, Pamela; Wong, Eric; Wu, Pearson; Brailovsky, Carlos – Advances in Health Sciences Education, 2021
Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine…
Descriptors: Graduate Medical Education, Graduate Students, Medical Students, Family Practice (Medicine)
Lee, Linda; King, Gillian; Freeman, Thomas; Eva, Kevin W. – Advances in Health Sciences Education, 2019
Many models of safe and effective clinical decision making in medical practice emphasize the importance of recognizing moments of uncertainty and seeking help accordingly. This is not always done effectively, but we know little about what cues prompt health professionals to call on resources beyond their own knowledge or skill set. Such…
Descriptors: Cues, Physicians, Self Management, Help Seeking
Magin, Parker; Stewart, Rebecca; Turnock, Allison; Tapley, Amanda; Holliday, Elizabeth; Cooling, Nick – Advances in Health Sciences Education, 2017
Underperforming trainees requiring remediation may threaten patient safety and are challenging for vocational training programs. Decisions to institute remediation are high-stakes--remediation being resource-intensive and emotionally demanding on trainees. Detection of underperformance requiring remediation is particularly problematic in general…
Descriptors: Foreign Countries, Predictor Variables, Remedial Programs, Medical Education
Sagasser, Margaretha H.; Kramer, Anneke W. M.; van Weel, Chris; van der Vleuten, Cees P. M. – Advances in Health Sciences Education, 2015
Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at…
Descriptors: Independent Study, Supervisors, Supervisor Supervisee Relationship, Family Practice (Medicine)
van der Zwet, J.; Zwietering, P. J.; Teunissen, P. W.; van der Vleuten, C. P. M.; Scherpbier, A. J. J. A. – Advances in Health Sciences Education, 2011
Workplace learning in undergraduate medical education has predominantly been studied from a cognitive perspective, despite its complex contextual characteristics, which influence medical students' learning experiences in such a way that explanation in terms of knowledge, skills, attitudes and single determinants of instructiveness is unlikely to…
Descriptors: Workplace Learning, Learning Theories, Medical Education, Medical Students
Sargeant, Joan M.; Mann, Karen V.; van der Vleuten, Cees P.; Metsemakers, Job F. – Advances in Health Sciences Education, 2009
Problem statement and background: Feedback is essential to learning and practice improvement, yet challenging both to provide and receive. The purpose of this paper was to explore reflective processes which physicians described as they considered their assessment feedback and the perceived utility of that reflective process. Methods: This is a…
Descriptors: Grounded Theory, Feedback (Response), Formative Evaluation, Physicians
Tang, Tricia S.; Skye, Eric P. – Advances in Health Sciences Education, 2009
Patients' receptivity towards medical student participation has been examined predominantly from the patient and/or the medical student perspective. Few studies have investigated the preceptor's perspective. The study examined preceptors' experience with patients declining medical student participation in clinical care and identified…
Descriptors: Medical Students, Student Participation, Family Practice (Medicine), Patients
Benbassat, Jochanan; Baumal, Reuben – Advances in Health Sciences Education, 2012
Undergraduate medical education is too long; it does not meet the needs for physicians' workforce; and its content is inconsistent with the job characteristics of some of its graduates. In this paper we attempt to respond to these problems by streamlining medical education along the following three reforms. First, high school graduates would be…
Descriptors: Medical Education, Medical Schools, Physicians, Public Health
Leung, Kai-Kuen; Wang, Wei-Dan; Chen, Yen-Yuan – Advances in Health Sciences Education, 2012
There is a lack of information on the use of multi-source evaluation to assess trainees' interpersonal and communication skills in Oriental settings. This study is conducted to assess the reliability and applicability of assessing the interpersonal and communication skills of family medicine residents by patients, peer residents, nurses, and…
Descriptors: Foreign Countries, Clinical Teaching (Health Professions), Communication Skills, Patients
Murphy, Douglas J.; Bruce, David A.; Mercer, Stewart W.; Eva, Kevin W. – Advances in Health Sciences Education, 2009
To investigate the reliability and feasibility of six potential workplace-based assessment methods in general practice training: criterion audit, multi-source feedback from clinical and non-clinical colleagues, patient feedback (the CARE Measure), referral letters, significant event analysis, and video analysis of consultations. Performance of GP…
Descriptors: Reliability, Graduate Medical Education, Family Practice (Medicine), Vocational Evaluation
Can Self-Declared Personal Values Be Used to Identify Those with Family Medicine Career Aspirations?
Beach, Renee A.; Eva, Kevin W.; Reiter, Harold I. – Advances in Health Sciences Education, 2008
Purpose: Self-declaration of personal values has been suggested as a means of identifying students with greater predilection for future primary care careers. While statistically significant differences have been demonstrated, absolute differences between those interested in primary care and those interested in specialist careers tend to be small.…
Descriptors: Careers, Medical Students, Medical Schools, Family Practice (Medicine)
Understanding the Influence of Emotions and Reflection upon Multi-Source Feedback Acceptance and Use
Sargeant, Joan; Mann, Karen; Sinclair, Douglas; Van der Vleuten, Cees; Metsemakers, Job – Advances in Health Sciences Education, 2008
Introduction: Receiving negative performance feedback can elicit negative emotional reactions which can interfere with feedback acceptance and use. This study investigated emotional responses of family physicians' participating in a multi-source feedback (MSF) program, sources of these emotions, and their influence upon feedback acceptance and…
Descriptors: Feedback (Response), Emotional Response, Physicians, Family Practice (Medicine)
Harasym, Peter H.; Woloschuk, Wayne; Cunning, Leslie – Advances in Health Sciences Education, 2008
Physician-patient communication is a clinical skill that can be learned and has a positive impact on patient satisfaction and health outcomes. A concerted effort at all medical schools is now directed at teaching and evaluating this core skill. Student communication skills are often assessed by an Objective Structure Clinical Examination (OSCE).…
Descriptors: Medical Schools, Family Practice (Medicine), Examiners, Error of Measurement
Prins, Frans J.; Sluijsmans, Dominique M. A.; Kirschner, Paul A. – Advances in Health Sciences Education, 2006
A General Practitioner (GP) is no longer a loner, but a team player in either a group practice or a care centre. This change has led to a concomitant growth in curricular interest in skills essential for successful collaboration and for enhancing critical reflection towards colleagues' performance. Giving and receiving constructive feedback are…
Descriptors: Family Practice (Medicine), Teamwork, Reports, Feedback (Response)
